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Integrated Assessment: Overview & Directions

Integrated Assessment Overview

integrated assessment

The goal of the new integrated assessment system is to collect authentic classroom data to improve student learning. This system is flexible and provides variety for faculty members.

In this new integrated system, you can choose to do your own individual assessment in any of your courses OR you can join with other faculty members in your department to do a common assignment across multiple sections of the same course. For example, all faculty teaching BIO 110 can give the same assessment in their courses; however, each faculty member would submit data from students in their own course.

Checklist for Integrated Assessment

Obtain a cover sheet

Select a General Education Goal & Rubric from tabs above

Select a Course

Select a learning outcome that aligns with the General Education Goal
      See if the connection exists at Curriculum Map Application

curriculum map application

Select an existing assignment from your classroom
      Give the assignment as normal
      Evaluate the assignment using the General Education Rubric

Submit rubric data from each student

For more details, see the step-by-step directions

Course & Learning Outcomes

What course will you collect data from?

What do students learn from your course?



How do students learn material in your class?

How do you know if students mastered course content?


General Education Goals

Can students demonstrate course content proficiency while practicing one of the six Gen Ed Goals?


Not really. This system was built so that you can take an assignment that you're already using instead of needing to create something new. All you're really doing is printing out enough copies of the rubric to match the number of students in your class, reporting student results, and returning the papers.
Not if you decide to use an already-existing assignment to complete the rubrics. And, in return for doing this ONE thing, you no longer need to do CATs (Classroom Assessment Techniques), Appendix E and I, Annual Assessment forms, or specialized general education assessments!

Under our old system, we only sampled a small number of students in a small number of classes. We knew we were doing quality work, but we couldn’t prove it – a problem that Middle States caught us on.

Under the Integrated Assessment system, EVERY faculty member turns in data for one class. We will tie this rubric data to demographic data that already exists in our Ellucian / Datatel / Colleague databases. After a few semesters, we will have a huge amount of data that we can use to answer all kinds of educational questions in the interest of improving teaching and learning. Under our old system, we might have known that 80% of our students were doing well. Under this new system, we will be able to crossmatch student ID’s to answer questions such as:

  • Are the same 20% of students always struggling?
  • Are there similarities between students who succeed?
  • What are the most effective teaching methods? Do effective teaching methods vary based on student characteristics?
  • What are the most effective assessment methods that really allow students to shine?
This is the beauty of academic freedom – even though we have the freedom to choose our own ways of achieving a goal, objective or outcome, we have all agreed that we’re headed to the SAME goal, objective, or outcome. We aren’t measuring how people get there, we’re measuring whether or not they arrived.

We’re still doing program review, but we’re no longer doing unique assessments for the program outcomes. Instead, by linking a general education goal to a course learning outcome through the program outcomes via the curriculum maps, we can use these rubrics to pull out the program level.

curriculum maps

The key to success here is that your curriculum maps need to be up-to-date.

It won’t be so bad. For Fall 2019, we are doing this on paper so that we can work the bugs out. It is CRITICAL that EVERYONE from EVERY discipline participate so that we can ensure this system works across the whole college. Our ITS department is working to develop a computer solution so that by Spring 2020, we will be able to turn this information online without the use of paper.
All faculty will eventually have access to the data analysis dashboard. Faculty will be able to design queries about student success with immediate results. Faculty will discuss these results with each other at discipline meetings and, based on what they learn, make their own decisions about where targeted improvement would have the most effect. They will document these changes for the College, stakeholders, and Middle States through Program Review (every four years.)
There will be more information at the division meetings as well as the first Common Hour on August 20th, conveniently located on every campus or by Zoom at 2:30pm. Additional help is available from anyone on the Assessment Team – please email for one-on-one assistance!

Rubric Refresher