The pilot project used the written communication rubric to evaluate samples of work from new freshmen and from students who are close to graduation. The project was comprised of three major elements:
The project was a dissertation study conducted with undergraduates enrolled in upper-level and capstone history classes at six U. My first essay for In the Library with The Lead Pipe introduced the protocol and provided background on the approach.
This essay uses selected results from the project to demonstrate how the protocol works and suggests ways readers can get involved with future ULI projects. High expectations for higher education These are trying times in U. In these belt-tightening times, all units on campus, including the academic library, are under scrutiny.
Support for teaching and learning is at the heart of most academic library mission statements. Yet, never has it been more important for libraries to demonstrate evidence of this support.
Where should libraries focus their assessment efforts? Retention and graduation rates are logical outcomes to consider, but student learning outcomes are the gold standard in higher education accountability.
Demonstrating library impact on student learning has proven challenging work. Roswitha Poll and Phillip Paynefor instance, point out several difficulties in measuring library impact on student learning including the possibility that services can have different effects on different user groups, difficulties in accessing student performance data, and the diversity of methods in use prevent benchmarking of any sort.
Libraries need efficient methods for connecting student use of the library with the learning outcomes that matter most to faculty and stakeholders. Failure to do so leaves libraries out of important campus conversations about student learning.
The ULI protocol is designed to meet this challenge. What are student learning outcomes? For several years, academic libraries have communicated impact in terms of information literacy outcomes.
As I wrote last yearinformation literacy outcomes are important but they are not the only learning outcomes stakeholders are interested in. The ULI protocol broadens the scope for library assessment beyond information literacy to the student learning outcomes associated with the academic major.
Learning outcomes expected of graduates within an academic major describe the competencies most clearly defined by faculty and best understood by stakeholders. A capstone experience such as a research project or independent study is considered a high impact practice in undergraduate education.
Students engaged in high impact practices work hard, interact with faculty and classmates in meaningful ways, and report higher learning gains than peers. Learning expectations in capstone courses can be described in a rubric.
Librarians need to know why students choose or choose not to use certain library resources and services. Librarians also need to know how students use libraries. What was important about a given service or resource?
Where did the student encounter problems? Questions and probes identify factors which influenced task success or failure. Analysis of reports from multiple participants provides a general understanding of the activity. The CIT has been widely used in information behavior and library impact studies over the past 30 years.
This article focuses on the role of the Tuning outcomes in the ULI.The original Meta-assessment Rubric was created as a tool for programs to use either in conjunction with peer consultation or independently.
It was intended to help conceptualize good assessment processes and practices and strengthen understanding and expectations. 1. Implementation!of!a!simple!new!student!learningassessment!reporting system.*It*includes*four*documents*that*are*submitted*or*updated*annually:*.
Assessment Resources (CBU) AAC&U Value Rubrics. Analyzing SLO Data. Assessment Methods. Rubric for Writing SLOs. Writing Appropriate SLOs WASC Assessment Resources (WSCUC) Using Evidence in the WSCUC Accreditation Process.
Handbook of Accreditation Revised. VALUE (Valid Assessment of Learning in Undergraduate Education) is a campus-based assessment approach developed and lead by AAC&U as part of its Liberal Education and America’s Promise (LEAP) initiative.
VALUE rubrics provide needed tools to assess students’ own authentic work, produced across students’ diverse learning pathways, fields of study and institutions, to determine.
🔥Citing and more! Add citations directly into your paper, Check for unintentional plagiarism and check for writing mistakes. Types of Sample Rubrics. UIDAHO & Other Institution Rubrics; AAC&U's VALUE Rubrics; UIDAHO & Other Institution Rubrics.
The rubrics below were developed by .