INFORMATION LITERACY VALUE RUBRIC for more information, please contact value@aacu.org Definition The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the langua ge of individual campuses, disciplines, and even courses. The roundtable participants emphasized that it is too soon to declare the rubric as final The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of ind ividual campuses, disciplines, and even courses. Note: Rubric dimension and description of performance are examples modified from AAC&U’s VALUE Rubrics 4 - Exemplary 3 - Competent 2 - Developing 1 - Beginning Analysis of knowledge Connects and extends knowledge from one’s own study/field/ discipline to other studies/fields/ oral communication value rubric This rubric was developed by an interdisciplinary team of faculty representing Texas Southmost College (TSC) through a proces s that examined and modified the AACU Communication Value Rubric and the Stephen F. Austin’s (SFA) Communication Rubric to meet the needs of TSC’s core curriculum assessments. WRITTEN COMMUNICATION VALUE RUBRIC for more information, please contact value@aacu.org. The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. READING VALUE RUBRIC for more information, please contact value@aacu.org . The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of ind ividual campuses, disciplines, and even courses. The utility of the VALUE rubrics … The core expectations articulated in all 15 of the - VALUE rubrics can and should be translated into the language of indi vidual campuses, disciplines, and even courses. The rubrics are intended for institutional -level use in evaluating and discussing student learning, not for grading. The rubrics are intended for institutional -level use in evaluating and discussing student learning, not for grading. The utility of the VALUE rubrics … The Value Model Rubric described below is intended to be a living document or tool to be refined over time based upon feedback from the patients, patient groups, model developers, and other stakeholder use experiences. View as PDF. The rubrics are intended for institutional -level use in evaluating and discussing student learning, not for grading. The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome The Creative Thinking VALUE Rubric is intended to help faculty assess creative thinking in a broad range of transdisciplinary or interdisciplinary work samples or collections of work. The rubric is made up of a set of attributes that are common to creative thinking across disciplines. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics … The rubrics are intended for institutionallevel use in evaluating and discussing student learning, not for grading. The utility of the VALUE rubrics … The Patient Voice in Value: The NHC Patient-Centered Value Model Rubric | Page 6 of 19 132 The NHC Patient-Centered Value Model Rubric 133 The Value Model Rubric described below is intended to be a living document or tool to 134 be refined over time based upon … For more information, please contact value@aacu.org. The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many ex isting campus rubrics and related documents for each learning The rubrics are intended for institutional -level use in evaluating and discussing student learning, not for grading.
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