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Center for Teaching and Learning
News & Views
Podcasts
Books Available for Loan
If you wish to borrow one of these books, please see the Title III desk in Academic Services.
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Angelo and Cross, Classroom Assessment Techniques:
A Handbook for College Teachers, Jossey-Bass, 2nd edition, 1993.
This revised and greatly expanded edition of the 1988 handbook offers
teachers at all levels of experience detailed, how-to advice on classroom
assessment--from what it is and how it works to planning, implementing, and
analyzing assessment projects. The authors illustrate their approach through
twelve case studies that detail the real-life classroom experiences of
teachers carrying out successful classroom assessment projects.
The book features fifty classroom assessment techniques, each including a
concise description; step-by-step procedures for administering the
technique; practical advice on how to analyze the data; pros, cons, and
caveats; and more.
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Stevens and Levi, Introduction to Rubrics: An
Assessment Tool To Save Grading Time, Convey Effective Feedback and Promote
Student Learning, Stylus Publishing, 2004.
This compact
introduction to rubrics is useful for higher education teachers in all
disciplines and levels of instruction. Contains information on the process
of constructing rubrics, varied forms of rubrics, and a multitude of ways to
use rubrics and focuses on student-centered approaches to rubric
development.
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Bresciani and Wolf, Outcomes-Based Academic and
Co-Curricular Program Review: A Compilation of Institutional Good
Practices, Stylus Publishing, 2006.
This book is intended for faculty, administrators and staff responsible for implementing and sustaining outcomes-based assessment program review. It aims to help them understand the "what", "why" and "how" of outcomes-based assessment program review. Rather than adopting a prescriptive approach, it provides a rich array of case studies and ideas as a basis for reflection and discussion to help institutions develop solutions that are appropriate to their own missions and cultures.
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Gabriel and Flake, Teaching Unprepared Students:
Strategies for Promoting Success and Retention in Higher Education,
Stylus Publishing, 2008.
The author shares proven practices that will not only engage all students in a class, but also create the conditions—while maintaining high standards and high expectations—to enable at-risk and under-prepared students to develop academically, and graduate with good grades. The author also explains how to work effectively with academic support units on campus.
Currently Recommended Articles
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Illowsky, Barbara, "The California Basic Skills Initiative",
New Directions for Community Colleges, n144 p83-91 Win 2008. (article
can be accessed through the Chabot Library)
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"An Assessment Framework for the
Community College: Measuring Student Learning and Achievement as a
Means of Demonstrating Institutional Effectiveness", The League for
Innovation in the Community College,
www.league.org/publication/whitepapers/0804.html .
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Hollins, Thomas N., Jr., "Examining
the Impact of a Comprehensive Approach to Student Orientation", Inquiry,
v14 n1 p15-27 Spr 2009. (full text pdf)
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Weissman, E. et al,
"Promoting Partnerships for Student Success; Lessons from the SSPIRE
Initiative", July 2009.
http://www.mdrc.org/publications/521/full.pdf
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Gurr, Tony, "Building a Learning
University, Creating a Community of Purpose with Educators and Stakeholder
Groups", Learning Abstracts, September 2009.
http://www.league.org/blog/post.cfm/building-a-learning-university
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Leamnson, Robert, "Learning (Your
First Job)", 2002.
http://www.ntlf.com/html/lib/suppmat/learning_your_first_job.pdf
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