Why LEAP Value Rubrics?

As my institution has engaged a more systematic assessment of general education outcomes, the cornerstone of that effort, thus far, has been the AAC&U’s LEAP Value Rubrics.  Our faculty assessment committee has worked with faculty in different disciplines to identify a Value Rubric they determined was aligned to and an appropriate assessment method for each of our institutional general education outcomes. As faculty have encountered and begun using those rubrics, a number ask, “Why are we using the LEAP Value Rubrics?” or “Is there an opportunity to explore, create, and potentially use other rubrics?”  Generally, we are always open to discussion and continuous improvement, and that could include a change in rubrics.  With that said, there’s a number of reasons why we have relied inititally on the LEAP Value Rubrics as the foundation of our work and why I believe we should continue doing so.

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Academic Freedom & Institutional Course Assessment Procedures

The difference between an outcome and an objective is critical.  I have argued before that indifference to the distinction could present significant issues.  Without the clarity between the two concepts, the development process could yield a long mish-mash of “outcomes” for a course that both complicate institutional efforts to report assessment outcomes at the course level and potentially erode the academic freedom, creativity and responsibility of faculty.  Consider an example . . .

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