• Provides many examples of classroom assessment techniques (CATs) that can help instructors determine how well students are learning and how effective their own teaching is.

Banta, T.W. 1993. Making a Difference: Outcomes of a Decade of Assessment in Higher Education.  San Francisco:      Jossey-Bass.

Boyer Commission on Educating Undergraduates in the Research University. 1998. Reinventing Undergraduate Education: A Blueprint for America's Research Universities. Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching. Available: http://notes.cc.sunysb.edu/Pres/boyer.nsf/webform/images/$File/boyer.txt

Gratch Lindauer, B. 1998. “Defining and Measuring the Library’s Impact on Campuswide Outcomes.” College & Research Libraries 59: 546-70.

• Winner of the Instruction Section’s Publication of the Year award, this article provides many fine ideas about linking library assessment to institutional outcomes.

• Offers ideas for incorporating information literacy objectives into many different instructional settings. Includes floppy disk with self-administered student assessment instrument.

Ragains, P. 2000.  Assessment in Library and Information Literacy Instruction. Available: http://www.unr.edu/~ragains/assess.html

• Patrick Ragains' first publication concerns a survey of instruction librarians conducted in the mid-90s on evaluation techniques (or lack thereof) being used in current practice.  His Web site includes links to bibliographies on assessment, distance education and assessment, usability testing of library web pages, research in progress, and case studies in assessment submitted by various institutions.

Scrivener Agee, A. and Gibson, C. “Justify our Love: Information Literacy, Student Learning, and the Role of Assessment in Higher Education." Paper presented at the Instruction Section's Think Tank III program at the annual meeting of the American Library Association, New Orleans, LA., June 24-5, 1999.

• NOTE: Papers presented at the Think Tank will be published as part of an ACRL monograph in the coming year.  Both the Pausch/Popp and Scrivener Agee/Gibson papers provide an excellent summary of the assessment movement in higher education and the challenges of/opportunities for integrating assessment of library instruction/information literacy with these larger models.