Adapting the VALUE Rubrics to ABET ETAC Outcomes a-kIn 2009, the Association of American Colleges and Universities (AACU) released the Valid Assessment ofLearning in Undergraduate Education (VALUE) rubrics. These metarubrics were developed with inputfrom faculty from diverse campuses around the country. The rubrics address sixteen Essential LearningOutcomes that are common to most institutions and programs. These outcomes are divided into fourareas: • Knowledge of Human Cultures and the Physical and Natural World • Intellectual and Practical Skills • Personal and Social Responsibility • Integrative and Applied LearningThe VALUE rubrics have been used in a variety of different institutions, and case studies on the AACUgive examples of applications. These examples deal mainly with general education; only a few includeapplication in technical courses. The case studies presented by AACU used the VALUE rubrics forassessment of student learning rather than for grading.As a requirement of Engineering Technology Accreditation Commission of ABET, “The program mustregularly use appropriate, documented processes for assessing and evaluating the extent to which thestudent outcomes are being attained.” One highly effective way to assess student learning is to userubrics. The VALUE metarubrics are an excellent source for ready-made rubrics, or they may be used asstarting points for custom rubrics. VALUE rubrics exist for many of the ETAC-ABET student outcomes a-k.For example, VALUE rubrics exist for problem solving, teamwork, quantitative literacy, interculturalknowledge and competence. Further, these rubrics may be adapted to assess outcomes that are ETACspecific.This paper will match VALUE rubrics to ETAC-ABET student outcomes a-k and suggest typical engineeringtechnology assignments which could be assessed using the rubrics. This will facilitate the use of VALUErubrics as an effective data collection technique to “measure the extent to which student outcomes areattained”.