Exams? ICMS Prefers Authentic Assessments

For many ICMS students, the stress of traditional exams is a thing of the past. Instead of memorising content for timed tests, students are engaged in authentic assessment methods that mirror real-world tasks and prepare them for their future careers.

Imagine going into work one day and your boss says: ‘Please sit down for three hours and write down everything you know about this topic – from memory alone. And don’t ask your colleagues for input.’

“That scenario doesn’t happen in the real world,” says Jonathan Hvaal, Head of Learning and Teaching at ICMS. “At the tertiary level, exams are not really authentic forms of assessment.”

Career-Focused Learning

ICMS places strong emphasis on industry-focused education, working closely with industry to ensure its curriculum is relevant and practical. Alongside compulsory Work Integrated Learning (WIL) subjects, students complete assessments that not only reduce exam-related stress but also build graduate capabilities to support long-term career success.

When ICMS courses were reaccredited, the majority of exams were removed from assessment strategies across programs.

Mr Hvaal explains: “We believe that carefully designed, authentic assessment tasks can have a much greater positive impact on learning and the student experience.”

This approach is supported by contemporary research. As David Boud (2020) notes, “assessment powerfully frames how students learn and what they achieve.”

Assessments ‘For’ Learning

Authentic assessments are designed for learning rather than simply of learning, ensuring that classroom and online activities build knowledge and skills in a structured and coherent way. Students are also provided with opportunities for feedback before final submission, reducing surprises and improving outcomes.

Transparency is another key focus. Almost all ICMS assessment tasks are evaluated using rubrics directly linked to subject learning outcomes. These rubrics are visible to students, helping them understand expectations, track progress, and identify areas for improvement.

Dr P.E. Rawlusyk (2018) emphasises that authentic assessment equips learners with lifelong skills — not just for academic achievement, but for personal growth, employability, and contribution to society.

Beyond Exams

While exams are still used where required by accrediting bodies – for example, for CA and CPA in accounting – most ICMS assessments are designed to be practical, relevant and reflective of professional environments. Common examples of authentic assessments include:

• Oral presentations
• Professional interviews
• Reflective journals
• Simulations
• Peer and self-assessments
• Group projects
• Problem-solving exercises
• Case studies

Rawlusyk (2018) identifies that the three most frequently used authentic assessment methods in higher education are written papers, individual projects/presentations, and group projects — all of which are core to the ICMS approach.

“Our assessment types are constantly evolving as we continue to develop and integrate new pedagogical approaches into the curriculum,” says Mr Hvaal. “This ensures that our assessments align with the needs of our students, our disciplines, industry, and regulators.”

By moving away from exams and embracing authentic assessment methods, ICMS continues to deliver learning that is practical, empowering and future-focused.