I. General Issues and Guidelines relating to Standards in History and Assessment
Document A. The Education Trust, "Focus on the Quality of Undergraduate Education." A prospectus that outlines the case for writing and discipline standards in postsecondary education with specific reference to history.
Document B. CRESST Assessment Glossary,
http://cresst96.cse.ucla.edu/CRESST/pages/glossary.htm
A useful glossary pertaining to assessment terminology.
Document C. California State University Long Beach, Assessment Workshop (2/26/99), "The Needs of Assessment" and "Planning Your Assessment Process." Two charts that model and facilitate the planning of the assessment process.
Document D. San Jose State University, "Assessing Student Learning Outcomes." Excerpts from guidelines to General Education certification process with a concise overview of assessment terminology, measurement, practice and process with a useful bibliography as well.
Document E. Montana State University, "Principles of Good Practice for Assessing Student Learning" and "Assessment Techniques and Activities,"
http://www.montana.edu/aircj/assess/GoodPractice.html
and http://www.montana.edu/aircj/assess/Techniques.html
A list and explication of principles relating to assessment and a guide to assessment techniques.
II. History and Social Science Standards in K-12 Education
Document F. California State Board of Education, "History/Social Science Content Standards: Grades K-12."
http://www.cde.ca.gov/board/historya.html A pre-publication version of the recently amended and ratified California standards for history and social science.
Document G. U.S. Department of Education, National Assessment Governing Board, "U.S. History Framework for the 1994 National Assessment of Educational Progress (NAEP)." A pamphlet that provides an example of a thematic approach to history standards for K-12 education. It also provides rubrics for the assessment of performance outcomes.
Document H. Frederic Drake and Lawrence McBride, "Reinvigorating the Teaching of History through Alternative Assessment," The History Teacher, 30(2), 1997: 145-173. This article provides examples of alternative assessment models of detailed rubrics for assessing performance outcomes ala the NAEP framework (see above).
III. Student Learning Outcomes in History and the Social Sciences in the California State University System
Document I. Lorie Roth, Memorandum (3/17/99), "History of student outcomes in the CSU." Contains excerpts from report of CSU Board of Trustees in 1990 recognizing that assessment of student outcomes is a "demanding, complex, subtle, and nuanced process."
Document J. Mary Allen, et al., Final Report (3/17/99), "Student Learning Outcomes in Arts and Sciences Discipline: Psychology." A report and evaluation of the recent CSU assessment conference in psychology.
Document K. Mary Allen, et al., "Tentative Goals and Some Possible Objectives." An unedited list of 12 objectives extracted from the goals and objectives of the Departments of Psychology in the CSU that served as the basis of discussion for the assessment conference reported in Document J.
Document L. Mary Allen, et al., "Goals and Objectives for the Undergraduate Psychology Major." A list of 9 goals and student learning outcomes generated from Document K at the CSU assessment conference for psychology to serve as a framework for individual departments at campuses.
Document M. Oliver Rink, Department of History, California State University Bakersfield, "Mission, Goals, Objectives and Assessment Statements." Documents generated for WASC accreditation providing goals and objectives for the B.A. and M.A. programs, as well as for courses meeting the American Institutions graduation requirements.
Document N. Linda Pomerantz, Department of History, California State University Dominguez Hills, "Measuring Critical Reasoning Skills in History Classes." A conference paper delivered to the El Camino College/CSUDH Conference on Undergraduate Teaching and Learning (April 1999), providing evidence through the use of a standardized assessment instrument of improved critical thinking skills through engagement in historical investigation.
Document O. Department of History, California State University Long Beach. "History 301 Standards." A list of standards and competencies for a course in historical methodology.
Document P. Richard Camp, Department of History, California State University Northridge, "Program Assessment Form." A template for explicating succinctly standards and measurable objectives for history courses.
Document Q. Department of History, California State University Sacramento, "Department Assessment Plan." A guideline for developing standards and a plan of assessment for the entire history program and major.
Document R. David McNeil, Department of History, San Jose State University, "Samples of General Education Course Certification with Assessment Plans." Detailed course objectives and assessment of performance outcomes (with rubrics) for three GE history courses: History 10B (Modern Western Civilization), History 50 (Historical Reasoning), and History 100W (History Writing Workshop).
IV. Postsecondary History Standards outside the CSU
Document S. Departments of History at Truckee Meadows Community College and University of Nevada, Reno, "Performance Standards of History Courses." Example of a collaboration in constructing standards between a four-year institution and a local community college as part of the QUE Project (see Document A above).
Document T. Department of History, Montana State University, "Assessment Plan,"
http://www.montana.edu/aircj/assess/majors/majors9697/plan/hist.html and
http://www.montana.edu/aircj/assess/majors/majors9899/plan/History.html
Provides an example of an assessment plan that includes student competencies and proposed faculty activities for assessing learning outcomes.
