Assessing student learning - Linda Suskie

Interest in assessing student learning at institutions of higher education— and the need to learn how to do it— skyrocketed in the last two decades of the 20th century and continues to grow into the 21st century. This book summarizes current thinking on the practice of assessing student learning in a comprehensive, accessible, and useful fashion. Short on background and theory and long on practical advice, this is a plainspoken, informally written book designed to provide sensible guidance for assessment practitioners on virtually all aspects of student assessment, and for faculty who simply want to improve assessments within their classes.
Assessing Student Learning
presents readers with well–informed principles and options that they can select and adapt to their own circumstances.

LINDA SUSKIE
is director of assessment at Towson University, near Baltimore, Maryland. Prior positions include serving as director of the assessment forum at the American Association for Higher Education (AAHE) and as a fellow at the Middle States Commission on Higher Education. Her 25 years of experience in college and university administration include work in assessment, institutional research, strategic planning, and continuous improvement.
For over 20 years, Ms. Suskie has been a frequent speaker, consultant, and workshop presented on higher education assessment topics to audiences throughout the United States and across the globe. Her publications include
Assessment to Promote Deep Learning
(editor),
Questionnaire Survey Research: What Works , and the frequently cited "Fair Assessment Practices: Giving Students Equitable Opportunities to Demonstrate Learning" in the
AAHE Bulletin . Her professional service has included serving on a number of advisory groups for higher education organizations, as regional program chair for the Society for College & University Planning, and as treasure of the North East Association for Institutional Research.
Ms. Suskie has taught graduate courses in assessment and educational research methods and undergraduate courses in statistics and developmental mathematics. She holds a bachelor’s degree in quantitative studies from John Hopkins University and a master’s degree in educational measurement and statistics from the University of Iowa.

"It is felt that this resource will be especially welcomed by administrators, program directors, and educators who aim to develop structures, processes and outcomes that reflect learning–centered academic environments…" ( Occupational Therapy in Health Care )