It all starts with what you want a student to learn (Gurung & Hammer, 2026). When I plan class, I spend time thinking about what exactly I want my students to know. I look at my department and disciplinary learning outcomes and start there. Some of my favorite references:
- Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques: Formative feedback tools for college and university teachers. Jossey-Bass.
- Berk, A. A. (2006). Thirteen strategies to measure college teaching: A consumer’s guide to rating scale construction, assessment, and decision making for faculty, administrators, and clinicians. Stylus.
- Bloom, S. (Ed.) (2020) Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.
- Clark D., & Talbert, R. (2023). Grading for growth: A guide to alternative grading practices that promote authentic learning and student engagement in higher education. Routledge.
- Eyler, J. (2024). Failing our future: How grades harm students, and what we can do about it. Johns Hopkins University Press.
- Feldman, J. (2023). Grading for equity: What it is, why it matters, and how it can transform schools and colleges. Corwin.
- Gurung, R. A. R., & Landrum, R. E. (2012) Using SoTL to improve learning outcomes. In J. Groccia, M. Alsudairy, & W. Buskist (Eds.) Handbook of College and University Teaching: Global Perspectives. SAGE.
- Maki, P. L. (2011). Assessing for learning: Building a sustainable commitment across the institution. Stylus.
- Nilson, L., (2023). Specifications grading: Restoring rigor, motivating students, and saving faculty time. Routledge.
- Stevens, D. D., & Levi, A. (2011). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Stylus.
- Suskie, L. (2018). Assessing student learning: A common sense guide (3rd ed.). Jossey-Bass.
- Walvoord, B. E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco, CA: Jossey-Bass.
- Wiggins, G., & McTighe, J. (2005). Understanding by design (2e). Association for Supervision and Curriculum Development.