AAC&U develops and advances assessment practices that deepen, integrate, and demonstrate student learning, through advocacy of learning-centered assessment policies, support for campus work to develop meaningful assessment approaches, and experimentation with common e-portfolio frameworks. Through its ground-breaking national initiative, VALUE (Valid Assessment of Learning in Undergraduate Education), AAC&U has worked with faculty and assessment expert teams across the country to develop a set of 15 rubrics through which institutions can evaluate cross-cutting capacities students develop across courses and programs. More than 2000 institutions are currently using VALUE rubrics as part of their assessment plans. AAC&U has also developed the “Personal and Social Responsibility Inventory,” a campus climate tool designed to assess various campus constituents’ perceptions regarding opportunities for education for personal and social responsibility. In addition, AAC&U has been a leader in developing the New Leadership for Student Learning and Accountability statement and the New Leadership Alliance—developing guidelines for institutional assessment and accountability.
Read President Carol Geary Schneider’s essay about how to assess student learning in college—and what not to do.
See below for publications and resources from AAC&U, member campuses, and other leading assessment organizations.
Knowledge of Human Cultures and the Physical and Natural World
Intellectual & Practical Skills
Personal & Social Responsibility
Integrative & Applied Knowledge
National Assessment Efforts
Topics in Assessment
- GENERAL EDUCATION AND ASSESSMENT: Disruptions, Innovations, and Opportunities in Portland, Oregon, February 27–March 1, 2014.
- DIVERSITY, LEARNING, AND STUDENT SUCCESS:
Policy, Practice, Privilege in Chicago, Illinois, March 27-29, 2014. Register online.
- TRANSFORMING STEM HIGHER EDUCATION in Atlanta, Georgia, November 6-8, 2014. Call for proposals due April 7.
2014 SUMMER INSTITUTES
Institute on General Education and Assessment, University of Vermont in Burlington, Vermont, June 3-7, 2014.
Institute on High-Impact Practices and Student Success, Vanderbilt University in Nashville, Tennessee, June 17-21, 2014.
Institute on Integrative Learning and the Departments, California State University, Fullerton in Fullerton, California, July 9-13, 2014. Applications Due March 14, 2014.
PKAL Summer Leadership Institute for STEM Faculty
Institute I: Pendle Hill, Wallingford, Pennsylvania, July 18–23, 2014
Institute II: Baca Campus of Colorado College, Crestone, Colorado, July 25–30, 2014
Applications Due March, 2014.
Outcomes and Vision
Historical Perspectives and Analysis
- Capstones and Integrative Learning (Peer Review, Fall 2013)
- Assessing Students' Diversity, Global, and Civic Learning Gains (Diversity & Democracy, Summer 2013)
- The Changing Nature of Faculty Roles (Peer Review, Summer 2013)
- Liberal Education for Sustainability
(Liberal Education, Fall 2012)
- Frontiers of Faculty Work: Embracing Innovation and High-Impact Practices (Peer Review, Summer 2012)
- Lessons on Systemic Reform from the LEAP States Initiative (Peer Review, Spring 2011)
- Electronic Portfolios and Student Success: Effectiveness, Efficiency, and Learning
- Engaging Departments: Assessing Student Learning (Peer Review, Winter 2010)
- Good Teaching: What Is It and How Do We Measure It? (Peer Review, Spring 2009)
- Assessing Learning Outcomes: Lessons from AAC&U's VALUE Project (Peer Review, Winter 2009)
- High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter
- Assessing Student Learning (Peer Review, Spring 2007)
- Creating Shared Responsibility for General Education and Assessment (Peer Review, Fall 2004)
- Value Added Assessment of Liberal Education (Peer Review, Double Issue, Winter/Spring 2002)
Liberal Education: Assessment Practices on Campus
- Assessment in Cycles of Improvement: Faculty Designs for Essential Learning Outcomes
Outcomes Assessment Data
Contact: Terrel Rhodes, vice president of the Office of Quality, Curriculum, and Assessment