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Actionable e-Assessment Actionable e-Assessment

IMS Global Learning Consortium is revolutionizing assessment by providing the technical specifications that enable high quality interoperable digital assessment, both summative and formative. These specifications, QTI® (Question & Test Interoperability®) and APIP® (Accessible Portable Item Protocol®) have been helping to lead the assessment industry forward for many years.

The goal of the IMS work is not to increase the number of high-stakes assessments, but rather to improve assessment quality and integrate actionable assessment into the daily lives of faculty and students to help them achieve better learning.

Leading states, state consortia, and suppliers around the world are now using IMS standards on a massive scale, realizing significant cost savings, supporting major advances in assessment functionality and improving the response time to receiving results compared to paper-based assessments.  

State and institutional leaders have been discovering the power of interoperable digital assessment as being more effective and efficient. This has lead to broad adoption of IMS standards.  The collaboration of end-users within IMS has focused efforts on their requirements to better support high-quality assessment, teaching, and learning. This end-user collaboration has also led to breakthrough support for accessibility in digital assessment, or APIP.

State Assessment Innovation Leadership Network

The State Assessment Innovation Leadership Network (ILN) is a collaborative group of state assessment and technology leaders working to make online assessment systems, resources, and tools more efficient and effective. Learn more.
Chairs:

  • Dale Cornelius, Maryland State Department of Education
  • Cheryl Alcaya, Minnesota Department of Education
K12
Interoperability of assessment items is here and expanding rapidly. Is your state or district taking full advantage of the benefits that QTI and APIP have to offer?  Are you making assessment results readily available in a timely manner to teachers, students and parents?  If not, your state or district should consider engaging with the IMS community to implement an easier way to administer fully accessible digital assessments, both formative and summative, that provide actionable data in a more timely manner to teachers, students and parents.
 
By engaging with IMS your state or district will leverage the IMS interoperability standards to enable actionable assessment – not only QTI and APIP, but also Common Cartridge® and Learning Tools Interoperability® (LTI®). All of these standards have a role to play in ensuring that assessment can be easily included in the curriculum and that assessment results provide educators with actionable data to inform student interventions and instruction.
 
IMS Global institutional members have formed and are evolving a leadership collaboration that creates alignment among curriculum, instruction and information technology. It’s called the K-12 Digital Learning Revolution Program. The Revolution Program empowers K-12 schools and districts of all sizes and needs to evolve their digital ecosystem for a better return on learning from their investments in digital curriculum as well as other forms of educational technology. It starts with the commitment to purchasing IMS certified products to make it easier for educators to have access to discrete learning objects and assessment items in the right place at the right time and automates the collection of assignment scores and grades across a wide array of digital resources in a single place of record.

 

The Maryland State Department of Education has administered QTI and APIP supported online assessments for the past three years, achieving a 98% online assessment participation rate in 2018. These standards have helped make the state's transition to online testing a reality. Accessibility features, such as text-to-speech, magnification, and color contrast, to name a few, support the state’s commitment to Universal Design and help make online assessments valid and reliable measures of student learning. With QTI and APIP, traditionally underserved populations, such as deaf and blind students, can test online for the first time, ensuring that the state of Maryland remains in compliance with sections 504 and 508 of the Rehabilitation Act. 

Dale Cornelius

Dale Cornelius

Program Manager Online Testing, Maryland State Department of Education

Higher Ed

Higher education is struggling with an e-assessment ecosystem that is largely siloed and separated from learning environments. Assessment items are generally not shared across systems such as: learning platforms, in-class delivery and feedback systems, adaptive learning platforms, homework/assignment systems and assessment platforms. This makes it difficult to make this data meaningful and accessible to faculty so they can see a truly holistic picture of student learning. These separations also present multiple challenges to departments, schools and colleges, and institutions when this data is needed for business needs, such as accreditation.  It doesn’t have to be this way.  IMS standards can enable integration and interoperability among these products.

The IMS HED community is leading the way by developing the use cases that will enable multiple systems to share data easily and offer greater benefits to faculty, students, and the institution. The work focus on an integrated progress dashboard that is indifferent to the products or platforms the institution and faculty prefer. This single point of learning analytics leverages IMS’s LTI (Learning Tools Interoperability) and IMS Caliper Analytics. Institutions are prioritizing the focus of this important work. 

The IMS HED community is focused on helping IT (information technology) and academic leaders enable more usable and actionable e-assessment. This type of revolution requires effective collaboration among leading institutions, including what defines a center of excellence with respect to enhancing teaching and learning with effective digital curriculum and assessment. 

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