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Introduction to the VALUE Rubrics

Introduction to the VALUE Rubrics

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Introduction to the VALUE Rubrics

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  1. Introduction to the VALUE Rubrics Ashley Finley, Ph.D Senior Director of Assessment & Research, AAC&U National Evaluator, Bringing Theory to Practice Kansas State University March 14, 2014 Using Authentic Assessment to Understand Student Learning

  2. What should a Kansas State University graduate know and be able to do?

  3. Liberal Education: A philosophy of learning that empowers & prepares individuals to deal with complexity, diversity, & change. Broad knowledge combined w/ in-depth study To help students develop a sense of social responsibility, strong & transferable intellectual and practical skills &a demonstrated ability to apply knowledge. “Knowledge is nothing without imagination” What is a Liberal Education?

  4. What is the change you promise in students? The mission of KSU is to foster excellent teaching, research, and service that develop a highly skilled and educated citizenry necessary to advancing the well-being of Kansas, the nation, and the international community. The university embraces diversity, encourages engagement and is committed to the discovery of knowledge…& improvement in the quality of life and standard of living of those we serve. [KSU] is committed to provide all students with opportunities to develop the knowledge, understanding, &skills characteristic of an educated person. It is also pledged to prepare students for successful employment or advanced studies …To meet these intentions, the institution dedicates itself to providing academic and extracurricular learning experiences which promote and value both excellence and cultural diversity… K-State prepares its students to be informed, productive, &responsible citizens who actively participate in advancing cultural, educational, economic, scientific, and socio-political undertakings.

  5. Knowledge • - Students will demonstrate a depth of knowledge & apply methods of inquiry in a discipline, and will demonstrate breadth of knowledge across varied disciplines. • Critical Thinking • - …demonstrate the ability to access and interpret information, respond and adapt to changing situations, make complex decisions, solve problems, and evaluate actions. • Communication • - …demonstrate the ability to communicate clearly and effectively • Diversity • - …demonstrate awareness and understanding of the skills necessary • Academic and Professional Integrity • - …demonstrate awareness and understanding of the ethical standards of their academic discipline and/or professionto live • Knowledge • Content areas • Intell. & Pract. Skills • Inquiry & Analysis • Critical & Creative Thinking • Written & Oral Comm. • Reading • Quantitative Literacy • Information Literacy • Teamwork & Prob-solving • Personal & Social Resp. • Civic Knowledge • Intercultural Knowledge • Ethical Reasoning • Lifelong Learning • Integrative & Applied Learning • The K-State 8 • Physical & Natural Sciences • Social Sciences • Historical Perspectives • Aesthetic Appreciation • Empirical & Quant. Reasoning • Ethical Reasoning & Responsibility • Human Diversity within the US • Global Issues & Perspectives Institutional Outcomes

  6. The Job Market Case for Broad & Shared Learning Outcomes… Which is more important for recent college graduates who want to pursue advancement and long-term career success at your company? Source: It Takes More Than a Major(AAC&U and Hart Research Assoc. 2013)

  7. 300 employers were asked, “How much emphasis should colleges and universities place on the following skills?” Source: It Takes More Than a Major(AAC&U and Hart Research Assoc. 2013)

  8. “How important is it that employees have the following skills?” Source: It Takes More Than a Major (AAC&U & Hart Research Associates, 2013)

  9. What matters to Students…. “I don’t know too many jobs that the job is being well-rounded. You know, it’s not like you’re going to work at ‘Well-Rounded, Inc’ or something.” - Student (Wisconsin) “Tell me why this is important or at least tell me what your end goal is. ‘When you learn this, you’re going to become [a] better adult because blah-blah-blah.’ Tell me why this matters.” Student (Wisconsin) Transparency.

  10. Transparency & Articulation What defines improvement toward expertise? • Demonstrated competence • Across multiple dimensions • Over time

  11. VALUE Rubrics Project:Background & Implications • Rubric Development • 16 rubrics • Created primarily by teams of faculty • Inter-disciplinary, inter-institutional • Three rounds of testing and revision on campuses with samples of student work • Intended to be modified at campus-level • Utility • Assessment of students’ demonstrated performance and capacity for improvement • Faculty-owned and institutionally shared • Used for students’ self-assessment of learning • Increase transparency of what matters to institutions for student learning

  12. VALUE Rubrics ( • Knowledge of Human Cultures & the Physical & Natural Worlds • Content Areas No Rubrics • Intellectual and Practical Skills • Inquiry & Analysis • Critical Thinking • Creative Thinking • Written Communication • Oral Communication • Reading • Quantitative Literacy • Information Literacy • Teamwork • Problem-solving • Personal & Social Responsibility • Civic Knowledge & Engagement • Intercultural Knowledge & Competence • Ethical Reasoning • Foundations & Skills for Lifelong Learning • Global Learning • Integrative & Applied Learning • Integrative & Applied Learning

  13. How have campuses used rubrics to improve learning? • Using the VALUE Rubrics for Improvement of Learning and Authentic Assessment • 12 Case Studies • Frequently asked questions

  14. Resources: Me: VALUE Rubrics: Additional Campus Examples: