Articles

Andrade, H. G. (February 2000). Using rubrics to promote thinking and learning. Educational Leadership, 57 (5). Available online at http:/www.ascd.org/publications/ed_lead/20002/andrade.html 
§         Many educators find this article on rubrics useful in assessment.

Angelo, T. A.  (May 1999). Doing assessment as if learning matters most. AAHE Bulletin. Reprinted by AACSB International with permission from the American Association for Higher Education.
§         One of the most well known names in classroom-based assessment, Angelo makes a
      persuasive argument for using assessment to improve student learning.  He includes  “10
      Guidelines for Assessing As if Learning Matters Most.”

Enerson, D. M., Plank, K. M., & Johnson, R. N. (1994). A introduction to classroom assessment techniques. Center for Excellence in Teaching and Learning at The Pennsylvania State University. Available online at http://www.psu.edu/celt/CATs.html

Ewell, P. (July/August 2003). BizEd. St. Louis: AACSB International. The Learning Curve

Jacobs, H. H. (2002) Introduction: Redefining Assessment. Pearson Education, Inc. Available online at http://www.phschool.com/professional_development/assessment/
alternative_assessment.html 
§         An overview article with some good links.

Leskes, A. (Winter/Spring 2002). Beyond confusion:  An assessment glossary. Peer Review, 4 (2/3). Available online at http://www.aacu.org/peerreview/pr-sp02/pr-sp02reality.cfm

Maki, P.  (2002). Moving from paperwork to pedagogy: Channeling intellectual curiosity into a commitment to assessment,  AAHE Bulletin. Reprinted by AACSB International with permission from the American Association for Higher Education. 
§         Peggy Maki, the Director of Assessment at AAHE, writes why assessment is consistent
      with faculty values.

Rodrigues, R. J. (2002). Want campus buy-in for your assessment efforts? AAHE Bulletin. Reprinted by AACSB International with permission from the American Association for Higher Education. 
§         This article links assessment with faculty values.