Skip to main content

Integrated Assessment: Overview & Directions

Integrated Assessment Overview

integrated assessment

The goal of the 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 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.

Assessments are due the same date as final grades for the semester.

Assessment in the time of COVID-19

As you plan for teaching remotely, you may wonder – how can we remotely assess students? Fortunately, if you can grade remotely, then you can assess remotely.

First, remote teaching lends itself better to some competencies. You may find it easiest to assess communications, information literacy, or critical thinking and problem solving.

Just like in a normal semester, assessment via multiple choice exam is not always the most effective way for students to demonstrate competency. Consider using written assignments such as papers or discussion board posts, oral exams by phone, case study analysis or have students record & upload presentations as forms of assessment.

At this time, we do not recommend that you try to recreate your assessment rubrics in Blackboard. Unfortunately, Blackboard will take the data but won't give it back to you. Instead, we recommend that you collect student work and grade them through our new IDIA database.

As always, the Assessment Team is happy to help you design assessments and answer all your assessment related questions. We are still available at

Logic Flow for Assessment Process

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?

Need a refresher on Integrated Assessment? During Spring 2020 All College Day, Drs. Blacklaw, Wells and White shared the steps of the process with faculty. Click below to get up to speed on best practices!


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 reporting student results with the online rubrics through our IDIA page.
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!

Evidence from the 2019/2020 academic year indicates that in most cases submitting data for an entire class takes less than 30 minutes!
When you go to IDIA page, you need to answer all the questions with a star. A button will appear to let you see the rubrics. There will be one rubric for each student enrolled in your class. There is no need to print anything unless you want to.

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.

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.)
Help is available from anyone on the Assessment Team – please email for one-on-one assistance!
The students who are absent or do not submit required work can still be submitted in the system by clicking the "Student Cannot be Evaluated" button on the rubric.

student cannot be evaluated

Rubric Refresher