Assessment can be particularly challenging in individualized programs. Because IMPs include students with wide-ranging, interdisciplinary interests, learning outcomes must often be defined broadly. Measuring change in areas such as critical thinking or writing is both challenging and labor intensive. Some useful resources include:
Veronica Boix Mansilla and Elizabeth Dawes Duraisingh, “Targeted Assessment of Students’ Interdisciplinary Work: An Empirically Grounded Framework Proposed,” The Journal of Higher Education 78,2 (2007): 215-237.
Veronica Boix Mansilla, Elizabeth Dawes Duraisingh, Christopher R. Wolfe and Carolyn Haynes, “Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing,” The Journal of Higher Education 80,3 (2009): 334-353.
Association of American Colleges and Universities, VALUE Rubrics. These cover a number of different areas including inquiry and analysis, critical thinking, problem solving, and integrative learning.