Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and the fields of measurement, assessment, and evaluation. The Handbook on Measurement, Assessment, and Evaluation in Higher Education provides higher education administrators, student affairs personnel, institutional researchers who generate and analyze data, and faculty with an integrated handbook of theory, method, and application. This valuable resource brings together applied terminology, analytical perspectives, and methodological advances from the fields of measurement, assessment, and evaluation to facilitate informed decision-making in higher education.

Special Features:

  • Contributing Authors are world-renowned scholars across the fields of measurement, assessment, and evaluation, including: Robert E. Stake, Trudy W. Banta, Michael J. Kolen, Noreen M. Webb, Kurt Geisinger, Robert J. Mislevy, Ronald K. Hambleton, Rebecca Zwick, John Creswell, and Margaret D. LeCompte.
  • Depth of Coverage includes classroom assessment and student outcomes; assessment techniques for accountability and accreditation; test theory, item response theory, validity and reliability; qualitative, quantitative and mixed-methods evaluation; context and ethics of assessment.
  • Questions and Exercises follow each Section to reinforce the valuable concepts and insights presented in the preceding chapters.

Bridging the gap between practice in higher education with advances in measurement, assessment, and evaluation, this book enables educational decision-makers to engage in more sound professional judgment. This handbook provides higher education administrators with both high-level and detailed views into contemporary theories and practices, supplemented with guidance on how to apply them for the benefit of students and institutions.

part |2 pages

SECTION 1 Assessment and Evaluation in Higher Education

chapter 1|12 pages

Assessing the Quality of a University—Particularly Its Teaching

ByRobert E. Stake, Gloria Contreras, Isabel Arbesú

chapter 4|10 pages

The Bottom Line: Will Faculty USE Assessment Findings?

ByTrudy W. Banta, Gary R. Pike

chapter 5|14 pages

The Perennial Challenges of Accountability

ByJames C. Palmer

chapter 8|13 pages

Benchmarking in Higher Education

ByJeffrey A. Seybert, Ellen J. Weed, Trudy H. Bers

chapter |2 pages

Questions and Exercises for Section 1

part |2 pages

SECTION 2 Theories and Technical Aspects of Educational Measurement

chapter 9|15 pages

Classical Test Theory and Higher Education: Five Questions

ByElizabeth Schaughency, Jeffrey K. Smith, Jacques van der Meer, David Berg

chapter 10|18 pages

Generalizability Theory in Assessment Contexts

ByNoreen M. Webb, Richard J. Shavelson, Jeffrey T. Steedle

chapter 12|17 pages

Scaling, Norming, and Equating

ByMichael J. Kolen, Amy B. Hendrickson

chapter 13|16 pages


ByBruce Thompson, Tammi Vacha-Haase

chapter 14|14 pages

The Validation of Tests in Higher Education

ByKurt Geisinger, Leslie H. Shaw, Carina McCormick

chapter 16|13 pages

Issues in the Analysis of Change

ByD. Betsy McCoach, Karen E. Rambo, Megan Welsh

chapter |8 pages

Questions and Exercises for Section 2

part |2 pages

SECTION 3 Test Construction and Development

chapter 17|18 pages

Building Content and Statistical Test Specifications

ByTawnya Knupp, Deborah J. Harris

chapter 18|20 pages

Evidence-Centered Design in Assessment Development

ByGeneva Haertel, Ellen Wentland, Louise Yarnall, Robert J. Mislevy

chapter 20|14 pages

Item Analysis Procedures for Classroom Assessments in Higher Education

ByJerome C. Clauser, Ronald K. Hambleton

chapter 21|11 pages

Using Content Specialists for Detecting Item and Test Unfairness

BySydell T. Carlton

chapter 22|15 pages

Computer-Based Testing in Higher Education

ByRobert Dolan, Kelly Burling

chapter |4 pages

Questions and Exercises for Section 3

part |2 pages

SECTION 4 Testing and Assessment for Decision-Making

chapter 23|24 pages

Setting and Validating Cut Scores for Tests

ByMary J. Pitoniak, Deanna L. Morgan

chapter 24|15 pages

College Placement Testing of Entering Students

ByDeanna L. Morgan

chapter 25|23 pages

Admissions Testing in Higher Education

ByRebecca Zwick

chapter 26|18 pages

Postsecondary Writing Assessment

ByPeggy O’Neill and Sandra Murphy

chapter 27|15 pages

Authentic Assessment Validation: A Heuristic Rubrics Cube

ByJion Liou Yen, Kevin Hynes

chapter |3 pages

Questions and Excercises for Section 4

part |3 pages

SECTION 5 Approaches to Evaluation in Higher Education

chapter 29|14 pages

Program Evaluation in Higher Education

ByThomas E. Grayson

chapter 30|10 pages

Qualitative Evaluation

ByChristopher Pondish

chapter 31|17 pages

Naturalistic Evaluation

ByDavid A. Erlandson

chapter 32|10 pages

Responsive Evaluation

ByKelly E. Godfrey, Doreen B. Finkelstein

chapter 33|8 pages

Case Studies and Validity

ByEdith J. Cisneros-Cohernour

chapter 35|10 pages

Survey Use in Academic Contexts: Considerations and Guidelines

ByEllen Wentland

chapter |2 pages

Questions and Exercises for Section 5

part |2 pages

SECTION 6 Issues in Assessment and Evaluation in Higher Education

chapter 37|15 pages

Testing and Evaluation of English-Language Learners in Higher Education

ByYoung Yee Kim, James Hart, Jamal Abedi, Alan Vanneman

chapter 38|9 pages

Evaluation of Teacher Quality

ByStephanie L. Knight

chapter 39|9 pages

Reporting Assessment Results in Higher Education

ByApril L. Zenisky, Jerold S. Laguilles

chapter 40|11 pages

Presenting Learning Outcomes Assessment Results to Foster Use

ByStaci J. Provezis, Natasha A. Jankowski

chapter |2 pages

Questions and Exercises for Section 6

chapter |2 pages

Concluding Remarks

ByCharles Secolsky, D. Brian Denison

chapter |11 pages

About the Contributors