- Freeman, R. and Lewis, R. (1998). Planning and Implementing Assessment. London: Kogan Page.
- Both research findings and practical advice on assessment are provided. Some of the fundamental principles, such as the purposes and types of assessment, and how to ensure reliability and validity are discussed in the first part. The latter part deals with various methods, instruments and sources used in assessment, and provides examples. The need for well-defined criteria is stressed, be it for increasing reliability or for making the evaluation and grading process more transparent to students. Given the variety of methods that are available, caution is advised when selecting them; the process should be valid for the purpose. Suitable assessment methods for testing particular learning outcomes are suggested. The chapter on Exams and Tests discusses the types and uses of examinations, and the ways to construct a marking scheme. It also looks at the thought provoking question 'What does the mark mean?' (Chapter 16, pp.184-186). Throughout the book, suggestions for implementing and/or improving assessment are made in the form of easy to read bullet points.
- Angelo, T. and Cross, K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass Publishers.
- This is a 'practical how-to-do-it handbook' for college teachers to carry out classroom assessment (p. xiv). Identification of teaching goals is seen as a preliminary step to selecting Classroom Assessment Techniques (CATs), and so a Teaching Goals Inventory is given. Chapter five provides real-life case studies that describe lecturers in different disciplines adapting and applying CATs. Fifty CATs are given for a wide variety of purposes. These are divided broadly into those which assess: course-related knowledge and skill; learner attitudes, values and self-awareness; and reactions to instruction. For each CAT, the purpose and related teaching goals of the technique, suggestions for use, examples, the procedure, and ideas for adaptation are given.
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