The College Classroom Assessment Compendium: A Practical Guide to the College Instructor’s Daily Assessment Life

The College Classroom Assessment Compendium provides new and seasoned instructors with comprehensive strategies, perspectives, and solutions for the daily challenges and issues involved in student assessment. Composed of cross-referenced, research-based entries organized for effective and immediate access, this book provides systematic explanations of assessment policies and practices, including guidelines for classroom implementation. Situated beyond the techniques covered in most instructor training and preparation, these practical entries draw from a variety of disciplines and offer an invaluable reference for college instructors interested in developing coherent, reliable classroom assessment climates.

Table of Contents:
Dedication Table of Contents List of Figures List of Tables 1. Introduction 2. Align Assessments to Learning Objectives 3. Assessment Philosophy 4. Assessment Plan 5. Attendance 6. Beneficence 7. Borderline Grade Cases 8. Cheat Sheets or Crib Sheets 9. Cheating and Plagiarism 10. Collaborative Testing 11. Compensatory and Conjunctive Grading 12. Contract Grading and Learning Contracts 13. Criterion-Referenced Grading Approaches 14. Design Assessments First 15. Drop a Question 16. Drop the Lowest Grade 17. Effort 18. Equity 19. Evaluation Anxiety 20. Extra Credit 21. Fairness 22. Feedback 23. Feedback Timing 24. FERPA 25. Formative and Summative Assessments 26. Gatekeeping 27. Grade Explanation 28. Grade Feeding Frenzy 29. Grade Inflation 30. Groupwork 31. Humor 32. Incomplete Grades 33. Late Work 34. Learning-Oriented Assessment 35. Low Test Scores 36. Make-up Exams 37. Mastery Opportunities 38. Missing Assignments 39. Non-Cognitive Factors 40. Norm-Referenced Grading Approaches 41. Not Everything That Matters Must Be Graded 42. Online Assessment and Authentication 43. Online Discussions 44. Online Test Security 45. Open-book Exams 46. Our Policy on Policies 47. Participation 48. Peer Assessment 49. Personal Disclosures 50. Pop Quizzes 51. Prior Knowledge 52. Quizzing Frequency 53. Rubrics 54. Scoring Essay Tests, Papers, or Assignments 55. Selected- and Constructed-response Questions 56. Self-assessment 57. Student Choice 58. Take-Home Exams 59. Test Security 60. Zero Grades Resources References

About the Author :
Jay Parkes is Chair of the Department of Individual, Family, and Community Education and Professor of Educational Psychology in the College of Education at the University of New Mexico, USA. Dawn Zimmaro is Director of Learning Design and Assessment at the Open Learning Initiative at Stanford University, USA.

Review :
"The College Classroom Assessment Compendium hits the sweet spot where expert substance meets collegial counsel. The table of contents reads like a ‘greatest hits’ of the assessment topics that college educators must continually address, and the book is packed with gems of practical, in-the-moment advice and the research to back them up. I expect this Compendium will become a relied-upon companion for both faculty and faculty developers alike." —Michael Sweet, Senior Associate Director of the Center for Advancing Teaching and Learning through Research at Northeastern University, USA "Parkes and Zimmaro have created a terrific tool for college classroom assessment that will be useful to both novice and experienced instructors. Organized as brief, readable entries on assessment topics, the book allows users to look up their topic of interest and find the latest research and recommendations. Users of this book will gain confidence in their assessment decisions and garner solid information about student learning that will help both instructors and students." —Susan M. Brookhart, Professor Emerita in the School of Education at Duquesne University, USA "The College Classroom Assessment Compendium is a must-have book for all K-16 educators. Each teaching tip, delivered in two-page vignettes, provides practical, research-based wisdom on difficult issues like fairness in grading, extra credit, or turning in late work. As a teacher and administrator for the past three decades, this is the FIRST resource to which I would direct any faculty member with an interest in improving their craft." —Joseph Gerda, Professor of Mathematics at College of the Canyons, USA