Other Assessment Resources
Books and Articles on Assessment
Banta, T. Selected References on
Outcomes Assessment in Higher Education: An Annotated Bibliography.
Covering Works Published in the Years 1977 through 2004.
Banta, T. (2003) Portfolio
Assessment. Uses, Cases, Scoring and Impact. Assessment Update
Collections. San Francisco: Jossey-Bass.
Bolen, M., Ed. (2007) A Guide to
Outcomes Assessment in Study Abroad. Carlisle, PA: Forum on
Education Abroad.
Boud, D., & Falchikov, N.
(Eds.). (2007) Rethinking Assessment in Higher Education. New
York: Routledge.
Bresciani, M.J. (2006)
Outcomes-based Undergraduate Program Review: A Compilation of
Institutional Good Practices. Sterling, VA: Stylus
Publishing.
Bryan, C., & Clegg, K. (Eds.).
(2006). Innovative Assessment in Higher Education. New York:
Routledge.
Cambridge, B. (2001) Electronic
Portfolios. Washington, D.C.: AAHE.
Deardorff, D. (2005) A Matter of
Logic? International Educator, May/June, 26-31.
Deardorff, D. (2007) Principles
of International Education Assessment. IIE Networker, Spring,
51-52.
English, S.L. (1995) NAFSA Working
Paper. Assessing student outcomes of internationalization.
Paper presented at the Annual NAFSA Association of International
Educators. New Orleans, La. May 30–June 2.
Jacobson, W., Sleicher, D., &
Burke, M. (1999). Portfolio Assessment of Intercultural
Competence. International Journal of Intercultural Relations,
23(3), 467–492.
Maki, P. (2004). Assessing for
Learning: Building a Sustainable Commitment Across the Institution.
Sterling, VA: Stylus Publishing.
Nusche, D. (2008). Assessment of Learning Outcomes in Higher Education: A
Comparative Review of Selected Practices. OECD Working Paper
No. 15, online.
Palomba, C. & T. Banta. (1999).
Assessment Essentials. San Francisco: Jossey-Bass
Publishers.
Stefani, L, Mason, R., & Pegler,
C. (2007) The Educational Potential of ePortfolios. New York:
Routledge.
Stevens & Levi. (2005)
Introduction to Rubrics. Sterling, VA: Stylus
Publishing.
Suskie, L. (2004). Assessing
Student Learning: A Common Sense Guide. Bolton, MA: Anker
Publishing Co.
Online collection of essays on assessment, complied by
Lloyd Bond
There are several assessment instruments that measure international
or intercultural proficiency. The list below includes a variety of
methods, including knowledge tests, portfolios, interviews, oral
proficiency examinations, satisfaction surveys, and cross-cultural
inventories. This list is meant to showcase additional methods and tools
beyond the ePortfolio and SPIF. The instruments have not been tested by
ACE for reliability or validity.
American Council on
the Teaching of Foreign Languages (ACTFL)
ACTFL is a national organization dedicated to the "improvement and
expansion of teaching and learning of all languages at all levels of
instructions throughout the United States" (ACTFL Mission statement).
The organization offers a variety of instruments and resources that can
be used for assessment:
- Written Proficiency Guidelines
ACTFL's written proficiency guidelines provide a scale from novice to
superior that describes in detail the skills, tasks, and abilities that
should be exhibited at each level of proficiency.
- Oral Proficiency Interviews (OPI)
The OPI is a standardized in-person interview that measures functional
speaking ability. Trained interviewers assess speakers using criteria
for ten proficiency levels developed by ACTFL. The federal government
uses the OPI to assess aptitude in a second language.
- Simulated Oral Proficiency Interviews (SOPI)
The SOPI is a semi-direct test that uses taped instructions and a
testing booklet to measure speaking proficiency. The SOPI follows the
same format as the OPI, and after the conclusion of the taped interview,
the examinee response is evaluated by trained raters using the ACTFL
guidelines.
Beliefs, Events,
and Values Inventory (BEVI)
The BEVI is a 494-item instrument that is designed to evaluate basic
openness, receptivity to different cultures, tendency to stereotype, and
self / emotional awareness. The BEVI asks "extensive background and
demographic items along with validity and process scales in order to
assess variables that may influence or shape both the processes and
outcomes of international or multicultural learning."
Cross Cultural Adaptability Inventory (CCAI)
The CCAI is an instrument designed to assess cultural adaptability
through a series of questions grouped in four dimensions: emotional
resilience, flexibility/openness, perceptual acuity, and personal
autonomy. The inventory is not designed as a stand-alone test, but
rather is designed to be part of a battery of tests.
Global Awareness Profile
The GAP Test is a 120 question test designed to gauge one's awareness of
the world. This test can be used by students, teachers and professionals
to measure their world knowledge in six geographic regions and in six
subject areas including environment, politics, geography, religion,
socioeconomics and culture. As stated on the GAP web site, "Designed
from hundreds of questions, and updated in 2005 by graduate students
from St. Joseph's University, the inventory was tested using face and
content evaluation, and retesting to validate the instrument and check
for reliability."
Global
Competence Aptitude Assessment (GCAA)
The GCAA is designed to measure the knowledge, skills, attitudes, and
experiences necessary for global competence, as determined by extensive
international research. It assesses both internal readiness (personal
traits and aptitude) and external readiness (knowledge, skills, and
experiences). The instrument is web-administered, scored immediately,
and provides real time reports.
Global Perspective
Inventory
The GPI is a 46 item inventory that is designed to measure a
person's global perspective. It is a self-report test that includes
three dimensions of global learning and development. The three
dimensions include the cognitive dimension (including knowing and
knowledge), the intrapersonal dimension (including identity and affect),
and the interpersonal dimension (including social interactions and
social responsibility).
Interagency Language Roundtable Skill Levels
The Interagency Language Roundtable is an unfunded government
organization that coordinates policies and procedures on the use and
assessment of languages among federal departments and agencies,
including the Department of Defense, Department of State, and the CIA.
The ILR Skill Levels is a standardized scale used to describe
proficiency in writing, speaking, listening, and reading a second
language.
Intercultural Development Inventory (IDI)
The IDI is a 50-question instrument that measures how a person feels and
thinks about cultural difference. The inventory has been rigorously
tested for validity and has high levels of scientific reliability. The
IDI uses the Developmental Model of Intercultural Sensitivity (DMIS) to
define six stages of intercultural competence, and the IDI measures
one's perceived and actual place on the DMIS continuum. After the test,
the IDI results report offers suggestions on how to further develop
one's intercultural competence. A certified IDI administrator is
required to implement the assessment.
The Learning Record
The Learning Record is a prescribed process for documenting student
progress and achievement, similar to a portfolio. The Learning Record
includes interviews, observations over time, and samples of student
work. This information is collected and then analyzed. As the website
states, "It is an evidence based assessment with a deep foundation in
theory and research."
Survey of Geographic Literacy
This is a 20-question multiple-choice test, developed by National
Geographic, intended for Americans ages 18–24 to test their
general international knowledge. This test can help educators, parents,
and the general public understand the degree to which American youth
know about the world outside of the United States.
Please direct questions about this page to:
jill_wisniewski@ace.nche.edu
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This page last updated on: 09/01/2009
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