Assessing Learning in Creative New Media Programs

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Integrated Assessment Theory combines scientific principles of quality measurement, learning, development and cognitive insight to create assessments targeted to educational goals of competence, performance, transformation and innovation. We conducted interviews of faculty experts in interactive design and game development that asked them to organize their experience with students into four levels of strategies.

  • Beginning attempts neither grow nor compete and require decisions only to try, which takes no time to learn.
  • Easy learning grows fast without competing, and require commitments to learn which take a few months to realize.
  • Practical skills grow and compete moderately. They require commitments of a few years to realize.
  • Inspiring contributions grow slow and compete strongly. They involve a decision to contribute to or make discoveries within a field that require several years to realize.

An interactive presentation enables participants to use our rubrics and adapt the process to their situations. We begin with an overview of Integrative Assessment Theory’s approach to programs designed to teach innovation and then describe the components of our approach: (1) Interviews that generated 70 dimensions of the development of new media expertise, (2) organizing the rubrics into rating sheets and testing them in graduate reviews, (3) simplifying the rubrics for the high level generality needed at the graduate level and (4) reorganizing the rubrics into knowledge base for applications ranging from first year undergraduate majors to graduate theses. Emergent effects like faculty dialogue, developing and applying the knowledge base, and inspiration for students will be described.


Keywords: Integrated Assessment Theory, Creative Media, New Media, Rubric System, Multilevel Courses, Expert Interviews
Stream: Creative Arts and Learning
Presentation Type: Virtual Presentation in English
Paper: A paper has not yet been submitted.


Prof. Josephine Leong

Chair, Department of Interactive Design and Game Development, Savannah College of Art and Design
Savannah, GA, USA

Josephine Leong is the Chair of Interactive Design and Game Development at the Savannah College and Art Design (SCAD). She has been a Professor at SCAD since 2001. She holds an MSc in Intelligent Knowledge Based Systems from the University of Essex in the UK. Since the early 90s, she taught for institutions of higher education in Singapore, Australia and the United Kingdom. She has also managed a multimedia start-up, and consulted and managed projects for numerous companies and government statutory boards in Singapore and Japan. Her areas of expertise include computer programming, systems design, computer networking, artificial intelligence, smart-card applications, electronic publishing, Internet and multimedia technologies, and interactive entertainment. Her current areas of interest include social networks, the semantic web and technology trends.

Dr. David Dirlam

Senior Assessment Coordinator, Department of Institutional Effectiveness, Savannah College of Art and Design
Savannah, GA, USA

David Dirlam studied at Northwestern University (B.A, psychology) and McMaster University (M.A. and Ph. D., physiological, developmental and mathematical models of perception). Since 1967, his goal has been to create a universal behavioral coding system. The first decade focused on applying the mathematics of organization to create efficient and powerful organizing systems. Next, the organizing systems were used to study drawing and writing development, the latter resulting in New York’s pioneering natural language writing competency test. His thousand-sample studies of children’s drawings (age 5-18) and historical developmental research methods (1930-1992) showed that ecology’s law of succession modeled both data sets. During a Cattell Fund Fellowship at UCSD, he studied implications of these findings for assessment. Recently, he used developmental interviews of experts to create coding systems for their areas expertise. At the Savannah College of Art and Design, over 50 faculty interviews resulted in defining Integrated Assessment Theory.

Ref: L08P0618