The University Assessment Committee (UAC) is committee to providing the community with assessment resources that are both internal and external in nature. These resources include philosophies, definitions, references, and other related assessment documents.
· • HLC Assessment Academy Poster – A poster submitted to the 2017 Annual HLC Assessment Conference on the R.U. Learning Assessment Plan
• Glossary of Assessment Terms – Common assessment terms, agreed upon by the UAC, for use at Regis University
• Assessment Best Practices
Banta, T. W., & Palomba, C. A. (2015). Assessment Essentials: Planning, implementing, and
improving assessment in higher education (2nd ed.). San Francisco: Jossey-Bass.
• According to the authors, the audience for this text includes faculty, staff, higher education doctoral students and student affairs professionals. The text has limited
information in the area of student affairs assessment. Although, there are about eight pages related to experiential learning, internships and service learning that may be valuable for some audiences. Assessment directors may find chapter four particularly helpful as it discusses curriculum mapping in detail. Chapter eight does a good job of discussing general education assessment and learning outcomes.
Barkley, E. F., & Major, C. H. (2016). Learning Assessment Techniques: A handbook for college
faculty. San Francisco: Jossey-Bass.
• The text begins with a discussion of assessment cycles, techniques and continuous feedback loops. Blooms taxonomy is NOT the foundation of this book. Instead, the authors use Fink’s Taxonomy of Significant Learning. Regis University uses Bloom’s taxonomy for the purposes of assessment. This book is appropriate for faculty with an advanced understanding of assessment who are interested in exploring new ideas from a different taxonomy.
Kniess, D. R. (2016). Coordinating Student Affairs Divisional Assessment: A Practical Guide ed. by Kimberly Yousey-Elsener, Erin M. Bentrim, and Gavin W. Henning (review). Journal of College Student Development, 57(7), 902-904.
• This book does an excellent job discussing the importance of building a culture of assessment. It provides current and relevant information regarding student affairs data collection methods. This is a good tool for student affairs professionals.
Schuh, J. H. (2009). Assessment methods for student affairs. San Francisco: Jossey-Bass.
• Schuh is an important author in the field of student affairs assessment. The text does a good job explaining data collection in easy to understand terms. The chapter on ethics provides important background information for student affairs professionals.
Suskie, L. (2009). Assessing Student Learning: a common sense guide (2nd ed.). San Francisco: Jossey-Bass.
• Faculty members are the primary audience for this book. It is written to accommodate those new to assessment as wells as those with expertise in the discipline. The book does a good job with basic definitions which are in chapters one, two and three.
Larsen, R. W. (2011). Developing program learning outcomes. Retrieved from https://www.montana.edu/provost/documents/assessment/002%20Developing%20Program%20Learning%20Outcomes.pdf
• Ronald Larsen is a faculty member at the University of Montana. This white paper does an excellent job explaining the connection between student learning outcomes and program learning outcomes.
• This is an excellent website for assessment resources. It has searchable databases with assessment case studies and white papers.