Interest in VALUE Institute Participation
The VALUE Institute assessment results will provide actionable information about your students to enhance the learning environment at your institution while providing external validation of local campus learning assessment. The Institute also includes additional capacity building resources for faculty, institutions, and policy makers on how to use VALUE evidence to support student success and effective pedagogy, e.g. assignment design, or student engagement in High Impact Practices. Results can also strengthen existing programs—including transfer programs—to help students achieve and demonstrate key learning outcomes across guided learning pathways as part of general education or the majors.
The following assessment and capacity building services will be available to institutions who choose to participate in the VALUE Institute:
- A tested methodology for ensuring a high level of reliability and validity using VALUE rubrics to assess up to 7 broad, cross-cutting learning outcomes. The following are available for assessment through the VALUE Institute:
- Assistance with and examples of representative protocols and sampling designs for identifying and collecting existing student artifacts and assignments;
- Assessment data results, reporting, and assistance with analyses and communication strategies, including disaggregation for specified populations of students, institutional type and sectors.
If you are interested in learning more about the VALUE Institute timeline and process, but are not ready to formally register, please click the “VALUE Institute Interest Form” link to schedule an initial consultation.
AAC&U recommends that since many institutions use VALUE results for accountability reporting, that consulting the appropriate regional accreditation guidelines might help determine the best year for registration.
Please visit the “VALUE Approach” page to learn more about the flexible, customizable, and generalizable features of the VALUE Institute approach to assessment.
