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Practicing Pedagogies: Assessment Theory & Practice

The purpose of the series is to help faculty foster a collaborative peer review approach to information literacy instruction and course development.


Assessment Theory & Practice
16th December: 10:00-11:30am.
Peterson Room.

Dr. Christine Marvin.  Professor. Department of Special Education and Communication Disorders



While you attend the session, feel free to share your thoughts on this note board.  You can continue to jot down notes anytime after the session about anything you found interesting  or insightful. Assessment Theory & Practice Notes


Please complete our Reflection Form

Thank you!


 Assessment Theory & Practice



"Classroom assessment information should be the basis for important classroom processes and outcomes: students study and work patterns, students understanding of what they are learning, and teachers instructional and grading decisions. Attention to principles of assessment quality, especially validity and reliability, increases confidence in the quality of assessment information." (BrookHart, 2004)

Pre-Reading & Viewing

Abbott, L. (2012) Tired of Teaching to the Test? Alternative Approaches to Assessing Student Learning.Rangelands.  34(3): 34-38. Stable URL:
Available at


Rangelands, Vol. 34, No. 3, Teaching to Learn and Learning to Teach: Education in"       Rangeland Ecology and Management (June 2012), pp. 34-38

Oakleaf, M.  (2011). Are They Learning? Are We? Learning Outcomes and the Academic Library.  The library Quarterly: Information, Community, Policy. 81(1): 61-81. Stable URL: Available at


Messersmith, B. (2015)  Adopting the Educator's Mindset:Charting New Paths in Curriculum and Assessment Mapping. In the Library with  the Lead Pipe. April, 22. Online at


Berrett, D.  Looking to a New Tool to Prove a College's Value:  Interview with Karen  R. Lawrence of  Sarah Lawrence College.  Chronicle of Higher Education . May 7, 2014.​





In what ways do you feel the session has changed your way of thinking and/or your approach to teaching?

"I am thinking both more broadly and in a more focused way about assessment--more broadly in that I'm thinking about different types of assessment and different reasons to do assessment, and more focused in that I realize I can start being more conscious and reflective about assessment by starting with one thing I want to assess."

"I will try to think of assessments while I am developing the lesson objectives, paying attention to what I am assessing, Do I want recall, do I want analysis, do I want understanding, or just familiarity and how do I assess this?"



Angelo, T., Cross, K., Classroom Assessment Techniques: A handbook for college teachers. (2011) Chichester:Wiley. 

Mackey, T. P., & Jacobson, T. (2010).Collaborative information literacy assessments : Strategies for evaluating teaching and learning. New York: Neal-Schuman Publishers, Inc.

Ambrose, S. Bridges, M & Lovett, M. (2010) How Learning Works- 7 Research-Based Principals for Smart Teaching. Iowa: Jossey-Bass: 301p.



University of Texas Libraries: Information Literacy Toolkit.
Online at 
Library Instruction Assessment Plan available  @


Hufford, J. R. (2013). A Review of the Literature on Assessment in Academic and Research Libraries, 2005 to August 2011. portal: Libraries and the Academy 13(1), 5-35. The Johns Hopkins University Press. Retrieved December 9, 2016, from Project MUSE database.

Clark, I. (2012). Formative assessment: Assessment is for self-regulated learningEducational Psychology Review24(2), 205-249.

Reynolds, H. L., & Kearns, K. D. (2016). A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College ClassroomCollege Teaching, 1-11.

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