1. Tia McNair

2. Use Q&A for: Panel discussion Use Chat for: Technology support
#aacuVALUE
Slides, recording, and webinar Q&A will be posted online:

3. Webinar Presenters Terrel Rhodes
Vice President for Quality, Curriculum, and Assessment and Executive Director of VALUE,  Association of American Colleges and Universities (AAC&U)
Kate McConnell Assistant Vice President for Research and Assessment, Association of American Colleges and Universities (AAC&U)

4. Our Agenda Background and Context Implementing VALUE on a local level
VALUE Scoring and capacity building
Beyond campus boundaries: Landscape of Learning
Your questions—and answers!

5. Who’s Here Today? Assessment coordinator Department chair
Faculty member
Institutional research staff
General education assessment coordinator
Center for teaching and learning leader
Other (tell us your role in the chat feature)

6. Knowledge, Skills,
Abilities Poll

7. Assessing student learning?
Exceedingly Expert
Skilled Practitioner
Enthusiastic Novice
Completely Clueless

8. Course-embedded assessment?
Exceedingly Expert
Skilled Practitioner
Enthusiastic Novice
Completely Clueless

9. Assessing student learning using rubrics?
Exceedingly Expert
Skilled Practitioner
Enthusiastic Novice
Completely Clueless

10. Assessing student learning using the AAC&U VALUE rubrics?
Exceedingly Expert
Skilled Practitioner
Enthusiastic Novice
Completely Clueless

11. Context—AAC&U
AAC&U—Association of American Colleges and Universities (crowdsourcing and translation!)
LEAP—Liberal Education and America’s Promise
VALUE—Valid Assessment of Learning in Undergraduate Education (AKA, the RUBRICS!)

12. Evidence for Reporting
Authentic Learning Strategies
Expert/Novice Divide
Guided Practice with Feedback
Scaffolded Learning
High-Impact Practices (HIPs)
Guided Learning Pathways
Signature Work
VALUE Rubrics
Authentic Assessment
Direct Assessment
Curricular Mapping
Assignment Alignment
Educational Research
AAC&U
“Translations"
Evidence for Reporting

13. Institutions are using a variety of data collection approaches to yield actionable evidence:
Trending towards greater use of authentic measures of student learning: rubrics, classroom-based performance assessments and capstones JK

14. Rubric =
Accountability Tool

15. Rubric=Pedagogical
Innovation with
Assessment Potential

16. To Rubric or Not to Rubric?
A legitimate question.

17. Plus Ça Change…
“Rubrics are all the rage these days. It’s difficult to attend an educational conference without running into relentless support for the educational payoffs of rubrics.”
—W. James Popham in Educational Leadership’s
October 1997 issue

18. What does a VALUE rubric look like?

21. The VALUE Approach
to Assessment

22. On Solid Ground shares results from first two years of VALUE Initiative data collection, a nationwide project to examine direct evidence of student learning.
“This project represents the first attempt to develop a large-scale model for assessing student achievement across institutions that goes beyond testing.”
— Lynn Pasquerella, President, AAC&U TR

23. Origin of AAC&U VALUE Rubrics
teams of faculty and other educational professionals developed 16 VALUE rubrics for the LEAP Essential Learning Outcomes
Each rubric developed from research and practice for core identified characteristics or criteria of learning for each outcome
Rubrics tested by faculty with their own students’ work TR

24. VALUE Assumptions
Student work is representation of student motivated learning
Focus on what student does in terms of key dimensions of learning outcomes
Faculty and educator expert judgment
Results are useful and actionable for improvement of learning
Raise up, not wash out, inherent diversity–race, ethnicity, and socioeconomic status and diversity of courses, credit-levels, and disciplinary backgrounds JK

25. But it’s much more than just downloading rubrics…

26. VALUE is philosophically, pedagogically, and methodologically complex

28. For VALUE, a Careful Balancing Act

29. Nature and implications of complexity
Establishing the validity and reliability of
VALUE is a key priority
Comparing the validity & reliability of the VALUE process to standardized tests will always be an “apples” to “oranges” proposition.

30. JK refer

31. “Many rubric problems are not (just) methodological, but pedagogical…”

32. “For classroom assessment to generate meaningful information, all aspects of the classroom experience must align pedagogically: course outcomes, course content, the learners themselves, the instructional and performance contexts, and the pedagogical strategies used.
In other words, assessment must be related to the what, who, and how of teaching and learning.”
(McConnell & Doolittle, 2017)

33. (and nationwide context)
Local implementation
(and nationwide context)

34. The case for using the VALUE rubrics “as is”

35. JK refer

36. VALUE Institute invites the higher education community writ large to engage in a nuanced, robust examination of the quality of student learning and to explore measures of success for all students.

37. VALUE Rubrics Civic Engagement Integrative Learning Creative Thinking
Intercultural Knowledge & Competence
Critical Thinking
Oral Communication
Ethical Reasoning
Problem Solving
Foundations/Skills for Lifelong Learning
Quantitative Literacy
Global Learning
Reading
Information Literacy
Teamwork
Inquiry and Analysis
Written Communication

38. How does the VALUE Institute work?JK

39. Reasons for Participating in VALUE Institute
University X: General Education assessment. Campus is reviewing proposals for changes to core curriculum requirements that could affect how written communication and critical thinking skills are developed. Wanted to move from current end of program assessment to an Early and Late model and identify how these skills are developing.
University Y: To gain an outside-of-the-institution scoring of student learning goals. Hoping to have the ability to benchmark student performance to better understanding students' strengths and weaknesses. JK

40. Big Picture
For each learning outcome selected, artifacts are collected
Demographic information about the students and some metadata about the assignment/course/source of the work is also collected
These data are combined for scoring and data analysis reporting
The results are provided back to the submitting participant in reports and a database JK

41. Scoring Each artifact scored by two trained, certified VALUE scorers
VALUE Institute trained and certified scorers for specific rubric are invited to score
Artifacts are anonymized by campus
Artifacts for which the two scorers notably disagree (in that the majority of dimensions received scores more than two apart) undergo an additional third scoring from an “expert” VALUE scorer.

42. Institutional Reports
Critical Thinking results SAMPLE Results breakdown of student scores overall by rubric criteria and levels JK

43. Institutional Reports
Critical Thinking results
SAMPLE Results by Pell Eligibility

44. Registration—October 15

45. Webinar Presenters Terrel Rhodes
Vice President for Quality, Curriculum, and Assessment and Executive Director of VALUE,  Association of American Colleges and Universities (AAC&U)
Kate McConnell Assistant Vice President for Research and Assessment, Association of American Colleges and Universities (AAC&U)

46. Use Q&A for: Panel discussion Use Chat for: Technology support
#aacuVALUE
Slides, recording, and webinar Q&A will be posted online:

47. Forthcoming AAC&U Webinars
Tuesday, October 22
3:00-4:00 p.m.
Strategies for Supporting Faculty Planning to Advance Curricular Coherence: Four Case Studies
Wednesday, October 30
2:00-3:00 p.m.
The Emerging Landscape of Learning: A Review of Five Years of AAC&U’s VALUE Initiative
Thursday, November 14
1:30-2:30 p.m.
Fostering Civic Consciousness through Creativity-Based Pedagogy
Wednesday, December 11
STEM Matters: The Formula for Driving Innovation

48. Tia McNair