Banta, T. W, & Blaich, C. (2010) Closing the assessment loop. Change: The Magazine of Higher Learning, 43(1), 22-27.
This article considers the purpose and challenges of assessing learning outcomes and evidencing student learning. The authors argue the importance of faculty engagement in ‘closing the loop’ by using results from learning outcome assessments to improve teaching and learning. The article lists 17 characteristics of a useful outcomes assessment.
Bath, D., Smith, C., Stein, S., & Swann, R. (2004) Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research and Development, 23(3), 313-328.
This article discusses the importance of graduate attributes and whether or not curriculum mapping is capable of creating alignment. This article uses a case study to describe the process for mapping and embedding graduate attributes into programs and courses. The action learning process undertaken in the case study stimulated ongoing reflection and review of the curriculum to ensure graduate attributes were being developed.
Briggs, C.L. (2007) Curriculum collaboration: A key to continuous program renewal. The Journal of Higher Education, 78(6), 676-711.
This study examines descriptors of curriculum collaboration from various members of institutions with a reputation for ongoing curriculum renewal. The author proposes alternative frameworks for curriculum collaboration; invisible colleges, ephemeral organizations and communities of practice. The author explains the advantages of characterizing collaborations as communities of practice over teamwork models.
Diamond, R. (1998) Designing and assessing courses and curricula: a practical guide. San Francisco, CA: Jossey-Bass.
This book is an extensive guide for course design, implementation and evaluation. The book outlines a process for curriculum design and uses case studies and research in relation to teaching and learning. Resources such as checklists and worksheets are provided to help the reader move forward with an action plan.
Hughes, C. (2009) Framing the activities of institutions and academic development units in support of assessment. Innovations in Education and Teaching International, 46(2), 123-133.
This article discusses the roles and duties of academic development units (ADUs) and proposes two frameworks to describe the potential contribution of ADUs in assessment practices. The institutional level framework groups activities of the ADUs into clusters in order to enhance their implementation in the institution while the ADU level framework provides a list of possibilities in which the ADUs could be used as a resource to support assessment plans.
Hughes, C., & Barrie, S. (2010) Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education, 35 (3), 325-334.
This article addresses the challenges in assessing graduate attributes and the seven systemic factors that influence the achievement of these attributes. The article explains how different factors will change how outcomes or attributes are embedded and assessed within the curriculum. The article concludes that while individuals are capable of successfully assessing attributes, the effectiveness of this assessment continues to be limited by systemic factors which are unaddressed at the institutional level.
Knight, P.T. (2001) Complexity and Curriculum: A process approach to curriculum-making. Teachers in Higher Education, 6(3), 369-381.
This article explains the complex nature of learning in higher education and the difficulties faces when attempted to capture this complex learning in a learning outcome or objective. The author discusses rational curriculum planning and the reasons why it may not be as practical as it seems. This article argues that a process approach to curriculum-making would create a coherent curriculum by asking what good learning, teaching and assessment encounters are.
Kuh, G. D., & Ewell, P. T. (2010) The state of learning outcomes assessment in the United States. Higher Education Management and Policy, 22 (1), 1-19.
This article surveys institutions in the United States and discusses eight findings which describe the state of learning outcome assessment in the United States. The article suggests potential actions for various stakeholders including university administrators and faculty members. The authors conclude the biggest challenge the United States faces is using learning outcome assessments to improve teaching and learning.
McNay, M. (2009) Western Guide to Curriculum Review. London, ON: The University of Western Ontario Teaching Support Centre.
This short book is a comprehensive guide to curriculum review which includes an outline of the process for creating and reviewing curricula. The author includes a section with tips on how to develop and assess learning outcomes in higher education. The guide also provides important questions for thought and discussion to help direct the process.
Nicholson, K. (2011) Brief #4: Outcome based education. Hamilton, ON: Council of Ontario Universities Degree Level Expectations Project.
This report defines outcome-based education within Universities in Ontario and describes three versions of outcome-based education. The author outlines and explains the principles in Spady’s outcome-based education paradigm.
American Association of Colleges and Universities (ACCU). (2011/2012) Assessing liberal education outcomes using VALUE rubrics. Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 13(4)/14(1).
This volume of Peer Review contains a collection of articles illustrating the use of VALUE rubrics to assess student learning. The authors explain the Valid Assessment of Learning in Undergraduate Education (VALUE) project and highlight some of the uses of the VALUE project across the United States of America. The volume includes articles on the use of VALUE rubrics in assessing learning outcomes and validating outcomes assessment.
Uchiyama, K. P., & Radin, J. L. (2009) Curriculum Mapping in Higher Education: A vehicle for collaboration. Innovative Higher Education, 33, 271-280.
This article outlines and describes the five stages involved in a cyclical curriculum mapping process. The authors discuss the individualistic nature of many higher education institutions and the unexpected finding that this process increased collaboration and collegiality among those faculty involved. The authors suggest that this process will not only create an adaptable and fluid curriculum, but will also promote a collaborative culture enhancing the learning of all stakeholders.
Wolf, P. (2007) A model for facilitating curriculum development in higher education: A faculty-driven, data-informed, and educational developer-supported approach. New Directions for Teaching and Learning, 112, 15-20.
This article explains the processes developed by educational developers for curriculum development at the University of Guelph. The article discusses the three steps in the curriculum development model: Curriculum visioning, Curriculum development, Alignment, Coordination, and Development. This article also discusses the attributes of the curriculum development model needed in order to successfully engage in curriculum development.