References

General

• Huba, M.E. and Freed, J.E. (2000) Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn and Bacon: Needham Heights, MA
• Hillman, D., Willis, D., & Gunawardena, C. (1994). Learner-interface interaction in distance learning: An extension of contemporary models and strategies for practioners. The American Journal of Distance learning, 8(2).
• Moore, M. (1989). Editorial: Three types of interaction. The American Journal of Distance Learning, 3(2).
• Palloff, R., & Pratt, K. (1999). Building learning communities in cyberspace. San Francisco: Jossey-Bass Publishers.
• Patton, M. Q. (1997). Utilization-focused evaluation, 3rd Ed. Thousand Oaks, CA: Sage Publications, Inc. pp. 301-340.
• Reeves, T. and Hedburg, J. (2002). Interactive Learning Systems Evaluations. Educational Technology Publications: Englewood Cliffs, NJ.
  
• Worthen, B. & Sanders, J. (1987). Educational evaluation: Alternative Approaches and Practical Guidelines.
• Assessment and Evaluation Focused on Distance Education Courses, University of Florida
  http://deidtrainer.ifas.ufl.edu/modulecontent/originalcontentsuggestions/1actual%20materials/assessment/assessment.html
• ERIC clearinghouse for assessment, evaluation, and research - http://ericae.net/
• Flashlight Newsletter - http://www.tltgroup.org/resources/F-LIGHT/
• Free Resources for Methods in Evaluation and Social Sciences - http://gsociology.icaap.org/methods
• Match Assessments to the Purposes for Assessment - http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7purp.htm
• Meaningful, Engaged Learning - http://www.ncrel.org/sdrs/engaged.htm
• University of Wisconsin Extension - http://www.uwex.edu/ces/pdande/evaluation/evaldocs.html
• User-Friendly Handbook for Project Evaluation, National Science Foundation - http://www.ehr.nsf.gov/EHR/RED/EVAL/handbook/handbook.htm

Student Assessment and Evaluation

Assessment Methods

• Angelo, T.A., & Cross, P.K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass Publishers.
• Chapin, J. P. & Messick, R. G. (1999). Elementary social studies: A practical guide, 4th Ed. United Kingdom: Longman Group.
• Draves, W.A. (2000). Teaching online. River Falls: LERN Books.
• Huba, M.E. & Freed, J.E. (2000). Learner-centered assessment on college campuses: shifting the focus from teaching to learning. Boston: Allyn & Bacon.
• Isaac, S. & Michael, W. B. (1990). Handbook in research and evaluation, 2nd ed. San Diego: EdITS Publishers.
• Krueger, R. A. (1994). Focus groups: A practical guide for applied research, 2^nd Ed. Newbury Park, CA: Sage Publications
• Patton, M., Campus Writing Program, University of Missouri-Columbia, Five Minute Workshop on Peer Review - http://www.missouri.edu/~pattonmd//peerreview.html
• Worthen, B. R. & Sanders, J. R. (1987). Educational evaluation: Alternative approaches and practical guidelines. White Plains: Longman, Inc.
• Zimmaro, D. M., & Cawley, J. M. (1998). Concept map module [Online]. Schreyer Institute for Innovation in Learning, The Pennsylvania State University. - http://www.ttuhsc.edu/SOM/success/DHPS/Concept%20Map%20Module.htm
• Advantages of Computer Based Assessment - http://www.csu.edu.au/division/oli/celt/edtech/intro/advcba.htm
• Chase, C.I. (1999). Writing objective tests: True-false, matching, completion. In Contemporary assessment for educators (pp. 131-153). New York: Longman.
• Choosing the Type of Assessment, Center for Education, Learning and Teaching (CELT) - http://www.csu.edu.au/division/celt/edtech/assessment/assintro.tml
• Classroom Assessment Techniques - Concept Mapping - www.flagguide.org/cat/minutepapers/conmap4.htm
• Criteria for Complex Performance-based Assessments - gopher://vmsgopher.cua.edu/00gopher_root_eric_ae%3A%5B_alt%5D_crit.txt
• Developing an Assessment Plan to Learn about Student Learning - http://www.aahe.org/Assessment/assessmentplan.htm
• DiBiase, D. 2002. E-Portfolio. Penn State E-Portfolio site, Penn State University - http://www.portfolio.psu.edu/faculty/models1.shtml
• Doing Assessment As If Learning Matters Most by Thomas A. Angelo, May 1999 - http://frontpage.uwsuper.edu/scholars/assess.pdf
• Five Minute Workshop on Peer Review - http://web.missouri.edu/~writmdp/peerreview.html
• Guidelines for Equitable Assessment - http://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk33.htm
• Improving Essay Tests by William E. Cashin - http://www.idea.ksu.edu/papers/pdf/Idea_Paper_17.pdf
• Improving Multiple Choice Tests by Victoria L. Clegg and William E. Cashin - http://www.idea.ksu.edu/papers/pdf/Idea_Paper_16.pdf
• Jacobs, Lc. & Clinton, I.C. (1992). Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass Publications.
• Lessons Learned About Student Portfolios - http://www.pdkintl.org/kappan/kheb9804.htm
• Some Performance Assessment Techniques - gopher://vmsgopher.cua.edu/00gopher_root_eric_ae%3A%5B_alt%5D_techn.txt
• Teaching Perspectices Inventory - http://www.teachingperspectives.com (Completing the inventory helps instructors identify what's important to them regarding student learning. Instructors may use the TPI results to help draft a Philosophy of Teaching)
• The Concept Mapping Homepage - http://users.edte.utwente.nl/lanzing/cm_home.htm
• The Uses and Limits of Performance Assessment - http://www.pdkintl.org/kappan/keis9905.htm
• Menu of Diagnostic Questions, Evaluation & Review 3 Set System - http://ctl.unc.edu/3setoptional.html (The questions under the categories "Clinical/Field Placements," "Research and Field Projects," and "Research Supervision" are particularly helpful for assessing experiential learning.)
  

  Feedback

• Providing Feedback - http://www.oucom.ohiou.edu/fd/feedback.htm
• Tools for Teaching: Fast Feedback [From Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993.} - http://teaching.berkeley.edu/bgd/feedback.html
• WI Resources: Commenting on Papers - http://web.missouri.edu/~writmdp/commenting.html

  Grading

• Assessment Rubrics - http://school.discovery.com/schrockguide/assess.html
• Walvoord, B. and Anderson, V. (1998). Effective Grading: A Tool for Learning and Assessment. Jossey-Bass Publishers: San Fransisco.
• Grades: Some Pluses and Minuses by Jim Eison - http://trc.ucdavis.edu/trc/TAprograms/SCT/readings/plusminus.pdf
• Grading Rubrics: Assessing Students' Work by Delivee L. Wright - http://www.unl.edu/teaching/October.pdf
• Resources for Teachers of Writing-Intensive Courses: Scoring Guides - http://web.missouri.edu/~writmdp/rubrics.html

Course and Program Assessment and Evaluation

• Criteria for Evaluating Online Courses, Southern Regional Education Board - http://www.evalutech.sreb.org/criteria/online.asp
• Diamond, R. (1998) Designing and Assessing Course Curricula: A Practical Guide. Jossey-Bass.
• Evaluating New-Student Seminars & Other First-Year Courses via Course-Evaluation Surveys: Research-Based Recommendations Regarding Instrument Construction & Administration, Data Analysis, Data Summary, & Reporting Results, by Joe Cuseo, Marymount College - The Case for Student Evaluation of College Courses - http://www.brevard.edu/fyc/fya/CuseoLink.htm
• Massy, W.F. (2003). Honoring the Trust: Quality and Cost Containment in Higher Education. Anker Publishing.
• Rubric for Assessing Online Instruction, California State University-Chico - http://www.csuchico.edu/tlp/webct/rubric/. (Areas of assessment include Online Organization, Instructional Design & Delivery, Assessment & Evaluation, Appropriate & Effective Use of Technology, Learner Support & Resources)
• Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses, by Charles Graham, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy,. The technology source, March/April 2001 - http://ts.mivu.org/default.asp?show=article&id=839
• Student Ratings: The Research Revisited by William e. Cashin - http://www.idea.ksu.edu/papers/pdf/Idea_Paper_32.pdf
• The Getting of Wisdom: What Critically Reflective Teaching is and Why It's Important by Stephen Brookfield from "The Getting of Wisdom: What Critically Reflective Teaching Is and Why It's Important" Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass, 1995 - http://www.nl.edu/ace/Resources/Documents/Wisdom.html
• Program-Based Review and Assessment, Universigty of Massachussetts - http://www.umass.edu/oapa/assessment/program_based.pdf

Challenges of the Online Environment

• Brown, G. (2000). Learning and the web: Reflections on assessment. In Hanna, D.E. & Associates, Higher education in an era of digital competition: Choices and challenges. Madison: Atwood Publishing.
• Carter, R. (1994). Maximizing the use of evaluation results. In J.S. Wholey, H.P. Hatry, & K.E. Newcomer (Eds),  Handbook of practical program evaluation (575-589). San Francisco: Jossey-Bass.
• Henricks, M. (1994). Making a splash: Reporting Evaluation results effectively. In J.S. Wholey, H.P. Hatry, & K.E. Newcomer (Eds), Handbook of practical program evaluation (549-575). San Francisco: Jossey-Bass.
• McCall, C.H. & Walters, L.E. (1998). Words and their value to the survey researcher. Paper presented at the annual conference of the American Educational Research Association, San Diego, CA.
• Patton, M.Q. (1997). Utilization-focused evaluation (3^rd Edition). Thousand Oaks, CA: Sage Publications.

Commercially available online survey services:

• Respondus: http://www.respondus.com
• Advanced Online Surveys: http://www.advancedsurvey.com 
• Flashlight Online: http://www.tltgroup.org/programs/flashlightonline.html
• Hosted Surveys: http://www.hostedsurvey.com/Pricing.htm
• Question Mark: http://www.questionmark.com
• Web Surveyor: http://www.websurveyor.com/web-survey-tour.asp
• Zoomerang: http://www.zoomerang.com/Login/index.zgi
• Comparing Commercial Packages is a helpful chart that compares a variety of survey tools in use today.
  

NOTE: We make no endorsement of any of these platforms, and their purchase should only be made after careful consideration with all stakeholders of online courses at a particular institution.

Glossary

Evaluation: The determination of a thing’s value; in education, it is the formal determination of the quality, effectiveness, or value of a program, product, project, process, objective or curriculum (Blaine Worthen and James Sanders, p. 23).

Quantitative measures:

A mean is an average score.
The range is the lowest and highest score answered.
The standard deviation is a number most tabulation programs generate that indicate the variations in the scores.

Reliability, simply stated, refers to how consistent responses are. This consistency can be in terms of how consistently one person answers the questions throughout the form, or it can be in terms of how consistently each person responding answers a particular question.

Validity, simply stated, refers to the extent to which you are measuring what you purport to measure. When you state that you are measuring “satisfaction” with items 5,6, and 7 are you really measuring “satisfaction,” or are you inadvertently measuring “popularity of instructor,” “reputation of institution,” or even “lack of complaints.”

Support Materials

Faculty Technology Needs Assessment, University of Missouri - St. Louis

Beta Test Interview and Search Scenarios - Online Faculty Technology Guide, University of Missouri-St. Louis

University of Missouri-Columbia's Online Mid-Semester Student Evaluation for Online Courses
http://pet.missouri.edu/evaluation/midsemevalonline.htm

Instructional Design Consultation - Faculty Evaluation Form, Educational Technologies at Missouri (ET@MO), University of Missouri - Columbia

Continuing Education - Extension Non-Credit Program Evaluation, University of Missouri - St. Louis

Online Course Evaluation, College of Education, University of Missouri - St. Louis
http://CTLSilhouette.wsu.edu/surveys/ZS15007

Small Group Assessment Rubric - Evaluating Your Group Contributions, University of Missouri - St. Louis

Group Project Presentation Guidelines

Self Assessment Form

Group Assessment Form

Six Classroom Assessment Techniques

Menu of Program Comparisons