Interdisciplinary Program Assessment

Abstract

Abstract : Interdisciplinary studies programs and the assessment movement are two parallel edu-cational paradigms, both of which are maturing at a pace that is noticeably deliberate. Idealisticin inception, they are simple in concept, nuanced in practice, and focused on student learningrather than on professorial teaching. Idealism and subtle complexities in interdisciplinary think-ing contribute to a belief that assessment is too simplistic to court interdisciplinary studies andhas little business here. This paper questions the veracity of that belief and offers some research-based assessment approaches that may sanction an acceptable, if not lusty, marriage of the twoparadigms. Introduction S THE ASSESSMENT MOVEMENT in the United States enters its fourthdecade, countless hours and numerous pages continue to champion the as yetunfulfilled promise of improving teaching and learning through assessment.Although the vigorous adoption of an assessment ethic by regional accredit-ing agencies and governing boards has certainly reified the process, educa-tional organizations can still pay obedient lip service to assessment and getaway with that and precious little else. A survey by the National Center forPostsecondary Improvement (1999) of 1300+ chief academic officers revealeda consistent opinion that the assessment movement has had little impact onimproving student learning. When assessment data of any character did ex-ist, very little use has been made of the data for teaching and curriculum