Using the AAC&U VALUE Rubrics for Student Learning Outcomes Assessment & Accountability Reporting
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USING THE AAC&U VALUE RUBRICS FOR STUDENT LEARNING OUTCOMES ASSESSMENT & ACCOUNTABILITY REPORTING
Higher Learning Commission Annual ConferenceChicago, IL ▪ April 8, 2013
Christine KellerVSA Executive Director
Teri Lyn HindsVSA Associate Director
Paul KluteUniversity of Kansas
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PRESENTATION OUTLINE• Why campus-level student learning outcomes
evaluation and reporting is necessary• University of Kansas’s experience
implementing the AAC&U VALUE Rubrics campus-wide
• VSA College Portrait template for reporting results for accountability
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VOLUNTARY SYSTEM OF ACCOUNTABILITY• Initiative launched in 2007 by public
universities • Supply straightforward, comparable
information on the undergraduate student experience through a common web report – the College Portrait. www.collegeportraits.org
• Support innovation in the measurement and reporting of student learning outcomes
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THE HEAT IS ON• Unprecedented public challenges for
higher education to be more accountable for results.
• Accompanying external demands for information about student and institutional performance are growing calls for institutions and accreditors to become more transparent about what they do and the results they achieve. (Ewell, 2010)
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PRESSURE TO EVOLVEThe culture of college needs to evolve,
particularly with regard to “perverse institutional incentives” that reward colleges for enrolling and retaining students rather than for educating them.
Quote from Richard Arum in “Academically Adrift”, 18 January 2011, Inside Higher Ed
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UNIVERSITY OF KANSAS• Introduced to the campus community fall
2011– Kansas Board of Regents began talks about
learner outcomes– Reacting to feedback from HLC regarding
improving assessment practices– Capitalizing on small scale assessment work
being done in CTE
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FALL 2011• Undergraduate Written Communication
Learner Outcomes– AAC&U Value Rubrics provided to
departments to start the discussion– 60% of departments used the AAC&U Value
Rubric with no changes
– 95% of all UG departments participated– 90% response rate (student-level
assessments)
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KU’S PROCESS• Making it easy for departments to
participate
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KU’S PROCESS• Assessment Workshops
• Primary and Secondary Readers• Undergraduate coordinators• Department Chairs
– Explanation of the process– Calibration exercise– Sharing of best practices– Discussion about using the data
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KU’S PROCESS
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KU’S PROCESS
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TRAINING THE READERS• Provost’s Office
– Provided process information – timeline, payment info, technical questions
• Center for Teaching Excellence – Calibration exercises for primary and
secondary readers– Workshops for departments on using the LO
data– Explained the difference between grading and
assessment (and how 1 assignment can be used for both)
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ASSIGNMENT• A local paper published an article
featuring a scientist’s alternative to global warming (a decline in sunspots). – By the end of this assignment you should
have practice at: 1) critiquing such journalistic presentations of science; 2) researching credible information that can be brought to bear when discussing a specific claim made in the media; 3) synthesizing that information to make a coherent argument based on reliable evidence.
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AAC&U VALUE RUBRIC – WRITTEN COMMUNICATION
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AAC&U VALUE RUBRIC – WRITTEN COMMUNICATION
Capstone4
Milestones3
2
Benchmark1
Context of and Purpose for WritingIncludes considerations of audience, purpose, and the circumstances surrounding the writing task(s).
Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.
Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).
Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions).
Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).
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VSA MAY 2012 BOARD DECISIONS• College Portrait re-focus from “college
selection tool” to “consumer information tool to demonstrate effectiveness of educational programs”
• Student Learning Outcome Instrument options:– CAAP, CLA, ETS Proficiency Profile – AAC&U VALUE rubrics – critical thinking,
written communication
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VSA REPORTING TEMPLATE• Common template for all 8 SLO options• Institutional context and use of results
gets precedence– Five questions on administration experience– Sample characteristics compared to
population characteristics– Institutions encouraged to keep explanations
brief• Display of results is graphical, can include
subscale results
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College Portrait website: www.collegeportraits.org
Reports & Presentations: www.voluntarysystem.org
Twitter: @VSAvoiceBlog: http://vsavoice.blogspot.com/
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MORE INFORMATION
Paul Klute, University of Kansas [email protected]
Christine Keller, VSA Executive Director [email protected]
Teri Hinds, VSA Associate Director [email protected]