IMSA's System of Assessment

Introduction

IMSA is committed to creating a comprehensive assessment system that guides and validates our educational processes. The report includes a summary of the philosophy, objectives and initial work plan to accomplish these goals.

The plan is intended to meet the design criteria set forth in the report, “Linking Cognition and Assessment” delivered to the IMSA Board of Trustees on January 14, 2003.The context for this work is set forth by the Goal for 2006, prior to the goal revision in 2003:

“By the year 2006, IMSA will be the recognized pioneer and architect in the design of a new system of learning that is competency-driven, inquiry-based, problem centered and integrative and that enables learners to acquire, generate, and use knowledge for the world.”

This goal has now been established by an institutional strategy in IMSA’s Strategic Framework. The impetus for this work is defined by the “Grand Challenge” put forth by Dr. Marshall that served as the core driver for the work done during and subsequent to the Cognition Seminar:

(a) Prove convincingly by the Spring of 2006 that the IMSA system of learning is real, (b) that it is it is consistent with the best current theory and research on learning, instruction, and assessment, (c) that it meets or exceeds the highest standards in the academic areas of mathematic and science, and (d) that it works for students in terms of objective and valued outcomes.

A successful system of assessment has been defined as validating these primary learning outcomes:

  1. Deep conceptual understanding of core disciplinary concepts and applications
  2. Ability to make interdisciplinary connections and conclusions
  3. Movement of student learning along a continuum from novice to expert
  4. Capacity to generate and use knowledge for the world

Design parameters for the system of assessment include:

These outcomes will serve as a guide and eventually as the basis of evaluation of the system.

Competency-based Assessment

Given IMSA’s needs and desired outcomes of a comprehensive assessment system based on the Standards of Significant Learning, a “competency based” approach is recommended. Competency defines the ways of thinking and behaving that demonstrate that a standard has been attained by a student.

As such, the SSLs are high-level and abstract organizers of IMSA’s student learning and development outcomes. The next level of organization of IMSA standards is found in the disciplinary standards. These standards define the specific skills, attributes, and knowledge related to the SSLs as they relate to specific disciplines. The evidence of these standards being attained is achieved in classroom, student life, and student research assessments.

The system of assessment involves the coordination of assessment practices to define and measure competency in the SSLs. This coordination involves a common perspective and a common effort to assess student learning and developmental outcomes both from an institutional and student point of view.

A Digital Portfolio System

One way of coordinating a common perspective of student learning outcomes is a student portfolio. IMSA is currently working in collaboration with Alverno College to implement a digital portfolio system. A digital portfolio system is a software application that allows students, staff and faculty to collect, organize, and assess student work in a digital format.This could include papers, tests, projects, PowerPoint presentations, audio recordings, videos or any other documentation that can be captured in a digital format.

A digital portfolio system could provide several valuable benefits to IMSA faculty, staff and students:

  1. A digital portfolio system would provide IMSA students with an organized way of capturing and saving their work. This system would allow IMSA students to keep a permanent record of their key learning artifacts. Each IMSA student would graduate with a DVD of their learning progress over three years.
  2. A digital portfolio system would enable faculty and staff to provide feedback on an assessment or project electronically.
  3. A digital portfolio would provide a means for students to document their progress toward attaining content standards and the SSLs.
  4. The system would provide evidence for the validity of IMSA’s approach to education by documenting specific learning outcomes.

There are no grades given at Alverno (except in professional programs where they are required for accreditation). Students demonstrate attainment of learning objectives through self and teacher assessment of work based on portfolios. The approach engages students in reflecting on their learning rather than achieving grades.

It is hoped that IMSA faculty and staff see value in Alverno’s approach to learning and assessment. A course in Psychology based on the Alverno model will be piloted in the spring semester of 2006. Any movement toward ability-based assessment in additional courses would be based on documented success and faculty/staff support of this approach. For more information, please contact Kirk Hallowell, Coordinator of Assessment at khallow@imsa.edu