Combining Assessment and Interdisciplinarity - Blog Post 5

Stowe, Donald E., Douglas J. Eder. “Interdisciplinary Program Assessment.” Issues in Integrative Studies 20(2002): 77-101. Print.

Assessment and interdisciplinarity are two parallel movements in education designed to improve student learning.  To date, assessment has debatable influence on learning and is traditionally discipline specific. Interdisciplinarity does not lend itself to assessment due to its complexity and varied levels of implementation at different colleges and universities.  Stowe and Eder examine this issue, suggesting that the appropriate integration of assessment and interdisciplinarity will improve teaching and learning.  The authors use this article to provide a foundation and suggestions for effectively integrating these movements based upon a literature review and research conducted by the Association for Integrative Studies (AIS).

Stowe and Ede begin by reviewing the history of and primary issues in basic assessment.  These include problems with defining the evolving concept, examining the differences between assessment and evaluation, the use of qualitative versus quantitative methods, and deciding on the class, program or institutional scope of the assessment.  Each of these issues must be dealt with to create a foundation for interdisciplinary assessment development.

The authors follow this discussion with suggestions for interdisciplinary assessment.  Stowe and Ede identify the primary issues with this endeavor.  Interdisciplinarity is complex, difficult to define, and location specific due to level of integration. In addition, interdisciplinarity involves concepts that are not easily assessed including life-long learning, curiosity, synthesis and integration, and creative thinking.  The authors suggest that effective strategies can be achieved by adapting mainstream assessment.  Stowe and Ede describe in detail alternative approaches to data collection, different instruments and techniques available, and a variety of models that can be applied to develop or improve existing interdisciplinary assessments.  The authors then pose a series of questions, asking the reader to weigh the pros and cons of the alternative methods and apply them to an interdisciplinary situation.  Stowe and Ede suggest that the assessment should be an evolving document and designed locally.  In addition, the developers should repeatedly ask themselves about their mission, whom the program will serve and how students will benefit, the learning goals and outcomes, and methods to improve data collection and assessment implementation.

Stowe and Ede’s article provides the reader with foundational knowledge about numerous assessment methods, instruments, and models that can be applied to an interdisciplinary course or program.  The literature review is comprehensive, the theories are well articulated, and the authors leave room for reader interpretation.  Stowe and Ede do not provide an explicit assessment strategy as their primary goal is to assist the reader in designing an effective, location specific assessment.  Therefore, individuals looking for examples of assessments should review other sources.