Peer Review, Fall 2011/Winter 2012
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Fall/Winter2011Vol.13/14No.4/1

Assessing Liberal Education Outcomes Using VALUE Rubrics

This issue focuses on AAC&U’s VALUE rubrics, which were tested on more than one hundred pilot campuses and cover outcomes often neglected in other assessment systems. This issue explores various ways in which different kinds of colleges and universities are using the rubrics to assess student learning in and across courses and programs.

Table of Contents

From the Editor

Analysis

Emerging Evidence on Using Rubrics

Terrel L. Rhodes, Association of American Colleges and Universities

Practice

Measuring Student Progress with E-Portfolios

J. Elizabeth Clark and Bret Eynon, LaGuardia Community College

Assessing General Education Learning Outcomes

Linda Siefert, University of North Carolina Wilmington

Assessing Early Integrative Learning

Bernice Braid and Gladys Palma de Schrynemakers, Long Island University, Brooklyn Campus; Alan W. Grose, The Washington Center for Internships and Academic Seminars

Fostering Integrative Knowledge and Lifelong Learning

Melissa R. Peet, University of Michigan–Ann Arbor; Laura Reynolds-Keefer, University of Michigan–Dearborn; Patricia Gurin, University of Michigan–Ann Arbor; and Steve Lo

Staying On Track With Rubric Assessment

Megan Oakleaf, Syracuse University

Using VALUE Rubrics to Evaluate Collaborative Course Design

Andrea Greenhoot and Dan Bernstein, University of Kansas

Increasing the Validity of Outcomes Assessment

Kathleen Langan Pusecker, Manuel Roberto Torres, Iain Crawford, Delphis Levia, Donald Lehman, Gordana Copic; all of the University of Delaware

Research

How Reliable Are the VALUE Rubrics?

Ashley P. Finley, Association of American Colleges and Universities

Reality Check

Our Primitive Art of Measurement

Trudy Banta, IUPUI

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