Building a Scholarship of Assessmentreviewed by Donna Sundre — 2003
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.) Title:
Building a Scholarship of AssessmentAuthor(s):
T. W. Banta and Associates Publisher:
Jossey-Bass Publishers, San FranciscoISBN:
2002Search for book at Amazon.com
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- Donna Sundre
James Madison University
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.