LSU Adapted Rubrics

Each course approved for the ILC has chosen a primary proficiency and at least three dimensions for assessment purposes. Note: At least 20% of the course content and at least 20% of the course grade must address the chosen proficiency. While the proficiencies and dimensions mirror the AAC&U VALUE rubrics, instructors will have discretion in tailoring the performance indicators for each dimension based on their discipline.

The adapted LSU Rubrics for each proficiency include the following four achievement levels: not approaching (0), approaching (1), meeting (2), and exceeding (3). The performance indicators for each achievement level are blank, giving faculty the flexibility to add the indicators based on the rigor of the discipline. A fifth category denoting the capstone (4) level (and target) for LSU graduates, along with performance indicators, is displayed. The aligned VALUE rubric for each proficiency is also provided as an example.

The fundamental idea of the LSU Integrative Learning Core (ILC) is that the student develops across the undergraduate curriculum the practical and intellectual capacities associated with integrative learning in preparation for high competence and functionality in post-baccalaureate contexts. As an ILC course, the assignment(s) used to assess the primary proficiency should provide students the opportunity to integrate their learning. The Course Proposal Form will ask faculty to identify at least one of the Integrative Learning Rubric dimensions.


Dr. Tara Rose
Director of Assessment

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