To achieve a baseline assessment of the curriculum, faculty members did not proactively design any practice opportunities or assignments in their courses to specifically address the VALUE rubrics. Ideally, a collection of work would contain a wide variety of different types of work and might include: While this now seems to be a self-evident fact, it was an important insight for the assessment day participants to realize how often process was being inferred from the correctness of the answer rather than being explicitly stated by students in their responses. Written communication abilities develop through iterative experiences across the curriculum. Addressing competencies for the future in the professional curriculum. Selected samples were slated for assessment at the academic year-end program assessment days in May

Table 1 shows the average overall ability outcome scores and standard deviations across the 6-year PharmD program. Following the calibration process, each de-identified student work sample was then evaluated independently by at least 2 faculty assessors. Moving into assessment mode and away from the more familiar habit of grading was made somewhat more difficult if the faculty assessor had expertise in the topic area focus of the student work sample. Teaching QL requires us to design assignments that address authentic, data-based problems. At the conclusion of each assessment day, the faculty assessors engaged in a guided debriefing discussion of their reflections on the validity, reliability, and feasibility of the process and the value of the assessment findings. From the initial pool, a subset of work samples was selected using a random numbers table. Problem-solving was identified as a curricular area that may need improving.

Rubrics Using a high-quality rubric makes assessment, grading, and evaluation both easier and more precise. Evaluators are encouraged to assign a zero to any work sample or collection of solvng that does not meet benchmark cell one level performance or an NA if the criterion is not applicable to the sample.

Second, debriefing at solvung conclusion of each assessment day allowed faculty assessors to review the experience to identify strengths, areas for improvement, and insights for this means of program assessment.

These sites allow you to construct, print, and save your rubrics and to see rubrics other users have created. Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. First, the rubric is meant to assess the teamwork of an individual student, not the team as a whole.


aacu problem solving rubric

If there was only 1 score for a criterion ie, if 1 rubrjc the scores was NAthe student work sample record was considered incomplete and thus was removed from the data analysis. An oral answer to a single question not designed to be structured into a presentation does not readily apply to this rubric. GleasonPharmD, Claude J.

aacu problem solving rubric

VALUE places emphasis on authentic assessment of student work and shared understanding of student learning outcomes rather than reliance on standardized tests administered to samples of students outside of their required courses. Use of assessment rubrics for program ability outcomes was deemed authentic and feasible.

Assessment data collected were easily distributed back to faculty members who submitted student work samples, and analysis of the overall assessment data was presented to the entire faculty membership for discussion as part of a regular faculty meeting.

Rubrics – Tarleton State University

This rubric is designed to measure the quality of a process, rather than the quality of an end-product. Rubrics can be readily constructed using word processor or spreadsheet software programs. Additionally, participating in the assessment process either as an assessor or a submitter of student work samples subsequently prompted faculty members to re-examine their teaching and the practice opportunities available for students to prpblem their abilities.

This discussion was also shared with the full faculty membership in hopes that all would use the assessment data and insights gained to improve critical-thinking and problem-solving opportunities in their respective courses.

Oral communication takes many forms. Because the VALUE rubrics have been previously validated, only minor wording modifications were made to better define terminology in the rubrics and to allow for improved applicability to a PharmD program Appendix 1Appendix 2.

VALUE Rubrics

Changes seen in critical-thinking abilities over time could have been a result of other factors, such as student maturation or activities occurring outside the classroom. The last 2 criteria on the problem-solving VALUE rubric, implement solution and evaluate outcomes, were often scored as NA, and were the most common reason for an incomplete score. Finally, faculty are encouraged to adapt the essence and language of each rubric criterion to the disciplinary or interdisciplinary context to which it is applied.

This rubric is designed to assess the skills and dispositions involved in lifelong learning. Assignments to foster such connections and understanding could include, for example, composition solvinng that focus on topics from biology, economics, or history; mathematics assignments that apply mathematical tools to important issues and require written analysis to explain the implications and limitations of the mathematical treatment, or art history presentations that demonstrate aesthetic connections between selected paintings and novels.


Because this was the first experience silving submitting student work samples, all samples were initially accepted, regardless of the type or length of assignment.

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Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Because work samples were assessed and not graded for a correct or incorrect answer, no stipulations were placed on assessors in terms of which work samples they could assess.

The central question guiding the rubric is “How well does writing respond to the needs of audience s for the work? Then, an analysis of variance model with a Bonferroni post-hoc test was used to characterize differences in overall ability outcome scores as a function of year of study in the academic program.

AAC&U Value Rubrics – Student Learning Assessment – UW–Madison

Teamwork is behaviors under the control of individual team members effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions. Assessment scores for the student work samples were recorded in a Microsoft Excel spreadsheet. It means promoting the quality of life in a community, through both political and non-political processes. From the initial pool, a subset of work samples was selected using a random numbers table.

First, yield was defined as the percent of student work samples that provided complete ability outcome scores. While demonstrating solid knowledge of the domain’s parameters, the creative thinker, at the highest levels of performance, pushes beyond those boundaries in new, unique, or atypical recombinations, uncovering or critically perceiving new syntheses and using or recognizing creative risk-taking to achieve a solution.

In Januaryfaculty members teaching required courses were asked to review the modified VALUE rubrics to determine if any student assignments or practice opportunities in their courses addressed either or both critical thinking or problem solving.