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Building a Scholarship of Assessment


reviewed by Donna Sundre — 2003

coverTitle: Building a Scholarship of Assessment
Author(s): T. W. Banta and Associates
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787959456, Pages: 339, Year: 2002
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Building a Scholarship of Assessment is a book whose time has come. Subsequent to publication of Boyer’s Scholarship Reconsidered (1990), this book provides framing for the assessment profession and the scholarly nature of its practice, products, and literature. Trudy Banta, the editor of many of the most important books on assessment practice, has again selected a strong cohort to contribute to what will probably be the most influential book on assessment practice for some time.  The book is organized in five sections: History and current status of assessment; Theoretical foundations of assessment; Methods of assessment; Scholarly assessment; and Toward a scholarship of assessment. “Part One: History and Current Status of Assessment” is comprised of two essays. It begins with an eloquent chapter by Peter Ewell, whom Banta refers to as the “dean of the outcomes assessment movement in higher education.”  This chapter should be required reading for everyone currently practicing or considering assessment implementation.  In a highly concise and readable narrative, Ewell captures the past 20 years of the... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1192-1196
http://www.tcrecord.org ID Number: 11083, Date Accessed: 10/22/2017 9:42:19 AM

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About the Author
  • Donna Sundre
    James Madison University
    E-mail Author
    DONNA SUNDRE is an Associate Professor of Psychology and an Associate Assessment Specialist with the Center for Assessment and Research Studies at James Madison University. Her teaching responsibilities center on the preparation of professionals in JMU’s doctoral assessment and measurement program. She teaches assessment methods, instrument development, performance assessment, and generalizability theorym and shecoordinates internal practica and external doctoral internships. She has been an active assessment practitioner since 1989, working as a campus-wide consultant for faculty in general education and many majors, crafting program goals and objectives, selecting or developing assessment methods, collecting data that are meaningful to faculty, conducting data analyses, maintaining data, and fostering responsible use of assessment results. Her research work and publications center on assessment practice and instrument development; she is a frequent contributor at AAHE, AERA, and NCME conferences. Her current research interests involve assessment of student learning goals, student self-regulation, examinee motivation in high and low-stakes assessment conditions, and the development of instruments to measure quantitative and scientific reasoning skills.
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