UGA Resources and CTL Assessment Handouts: 

Academic Affairs Policy 
Bloom's Taxonomy of Measurable Verbs
Creating a Cohesive Curriculum Map
Data Collection Methods 
PRAC Rubric
SLO Assessment Plan & Report (for optional use)
SLO Examples
Writing SLOs


Association of American Colleges and Universities
Lumina Foundation Degree Qualifications Profile 
National Institute for Learning Outcomes Assessment (NILOA) 

Visiting Speaker Archives



Print Resources:

Kuh, G. D., Ikenberry, S. O., Jankowski, N. A., Cain, T. R., Hutchings, P., & Kinzie, J. (2014). Using evidence of student learning to improve higher education. San Francisco, CA: John Wiley & Sons.

The scholars at the National Institute for Learning Outcomes Assessment present a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. For assessment professionals and educational leaders, this book offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient. 
(Description from book) 


Maki, P. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus Publishing.

This book is designed to assist colleges and universities build a sustainable commitment to assessing student learning at both the institution and program levels. It provides the tools for collective inquiry among faculty, staff, administrators and students to develop evidence of students’ abilities to integrate, apply and transfer learning, as well as to construct their own meaning.
(Description from book) 


Stephens, D. D., & Levi, A. (2005).  Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning.  Sterling, VA: Stylus Publishing.

This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment. 
(Description from Stylus Publishing, LLC.)


Suskie, L. A. (2009). Assessing student learning: A common sense guide. San Francisco, CA: Jossey-Bass.

The second edition of this landmark book is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making. 
(Description from Wiley)


Suskie, L. (2014). Five dimensions of quality: A common sense guide to accreditation and accountability. San Francisco: Jossey-Bass.

This book provides a simple, straightforward model for understanding and meeting the calls for increased quality in higher education ever-present in today's culture. Whether your institution is seeking accreditation or not, the five dimensions Suskie will help you to identify ways to improve institutional quality and demonstrate that quality to constituents.
(Description from Wiley)


Walvoord, B. E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco: Jossey-Bass.

This second edition of the classic resource offers a concise, step-by-step guide that helps make assessment simple, cost-efficient, and useful to an institution. It contains effective strategies for meeting the requirements of accreditation agencies, legislatures, review boards, and others, while emphasizing and showing how to move from data to actions that improve student learning.
(Description from book) 


Walvoord, B. E. (2014). Assessing and improving student writing in college: A guide for institutions, general education, departments, and classrooms. San Francisco: Jossey-Bass.

This book provides administrators, program chairs, general education leaders, and classroom instructors concrete suggestions for how to articulate goals for student writing, measure student writing, improve student writing, and document that improvement. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. 
(Description from Wiley)