Certificate of Initial Mastery:
Overview of the CIM Assessment Process

Introduction

The purpose of the Certificate of Initial Mastery is to provide a mechanism for high school students, particularly tenth graders, to demonstrate their mastery of academic and applied learning skills that are essential for their academic learning and career. The CIM will be granted to high school students who complete several requirements. This certification will demonstrate that students have met or exceeded the standards set forth in the CIM assessment process. This certification will be important for both college-bound and non-college-bound students.
This manual explains the CIM assessment process, provides the assessment materials, and provides additional information on the assessment administration. Other materials will be distributed to students when they are ready to begin various components of the program.

Importance of the CIM

Academic achievement in areas such as mathematics and English language arts, the ability to apply academic learning, and the possession of important work habits, are keys to the success of young adults. This would apply to students who are planning to continue their education after high school, or who are entering the workforce directly. The Certificate of Initial Mastery provides an opportunity for young adults to demonstrate their mastery of critical thinking skills and be recognized for their performance.

Overview of the Assessments

The Rhode Island CIM has four basic components, each of which has multiple elements. Content standards to be measured by the assessments are described below:

English Language Arts: This area is based on the New Standards English/Language. Arts standards, which contain standards in reading, writing, speaking, and listening. This component is assessed in three different ways.

Mathematics: This area is based on the New Standards Mathematics standards. This component is also assessed in three different ways. Work Habits: This component is assessed through a combination of ratings of students. Applied Learning Standards 1 through 4 are assessed through the Capstone Project. Two adults who have been able to observe specific work habits in one or more students assess applied Learning Standard 5 through a series of ratings of students. Students will also select work samples as evidence of teamwork and responsibility.

Capstone Project: Complete details of this project are found in the Capstone Project Guidebook later in this manual.

Reflective Essay: Following the completion of all of the CIM components, a student will write a reflective essay based on his/her experience. Requirements of this essay are found on page 42.

When students have completed all the assessments described above, they are assembled into a CIM Portfolio. The CIM Portfolio, which may eventually have an electronic form, can be used to display skills and knowledge to employers and educators. The portfolio will contain:

  1. New Standards Reference Examination results in English/Language Arts and Mathematics,
  2. On-Demand and Extended tasks in English/Language Arts and Mathematics,
  3. Work habit sheets for teamwork and responsibility,
  4. A completed capstone project, and
  5. A reflective essay.

Awarding the CIM

Several decisions about how these assessment components and sub-components are combined to award the CIM need have been made. Among these are the following:

The CIM Point System: Minimum Passing Score and Maximum Points for Each CIM Component

 
Component New Standards Refrence Exam On-demand Task 1 On-demand Task 2 Extended Task Work Sample* Maximum Score Minimum Passing Score
English Language Arts 7/9 points 3/4 points 3/4 points 6/8 points 6/8 points 25 points 19 points
Mathematics 7/9 points 3/4 points 3/4 points 6/8 points 6/8 points 25 points 19 points
Work Habits 3/3 points 3/3 points 6 points 6 points
Capstone Project / Applied Learning 19/25 points 25 points 19 points
Reflective Summary 4/4 points 4 points 4 points

* This component will be added by 2002-2003. The manner in which samples of student work in English Language Arts and Mathematics are used needs to be finalised.  Before being used, a description of what types of work are acceptable needs to be developed, a scoring rubric needs to be created, and this aspect of the project needs to be tried out.

In order to receive the CIM, the student would need to receive the minimum number of points in each cell.  Passing is by component (e.g., English Language Arts).  All five components must be passed in order to eligible to receive the CIM.
 

Responsibilities of Students

Students are responsible for completing each portion of the CIM assessment process on schedule and in the manner requested. Directions for each assessment component are found in subsequent chapters and should be followed by the student.

While the students are encouraged to seek consultation, the work included in the student’s portfolio is his/her own.

Rights of Students

Students participating in the CIM assessment process have several rights.
Re-testing: Students who do not meet standard on the ELA, or Mathematics, assessments have the right to be re-tested in order to meet standard.

Appeal of Scores from ELA and Mathematics Tasks or Capstone Project: Students have the right to appeal a score that did not meet standard.

If the student is still not satisfied, he/she may appeal the scores at two different levels, if necessary: at the school level and subsequently to the Rhode Island Skills Commission.