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Multi-State Collaborative

The Multi-State Collaborative (MSC) to Advance Learning Outcomes Assessment is a collective effort by nine states – Connecticut, Indiana, Kentucky, Massachusetts, Minnesota, Missouri, Oregon, Rhode Island, and Utah – to partner in the development and pilot testing of a new model for assessment of student learning. The MSC is in partnership with the Association of American College and Universities (AAC&U) and the State Higher Education Executive Officers (SHEEO).  The first phase of the pilot process, beginning in Fall 2014, has been funded by the Bill and Melinda Gates Foundation

The University of Kentucky is one of three institutions in the state of Kentucky to join the MSC.  Other state institutions include Northern Kentucky University and Hazard Community and Technical College. 

The University of Kentucky plans to use the MSC as a way to affirm the university’s commitment to the improvement of student learning, provide faculty development opportunities in assessment, and measure growth in the demonstration of learning from UK Core to near degree completion. 

Guiding Principles*

  • Any system of assessment should help build and support a culture of student learning that allows for assessment results to be used by each campus and by larger public systems for improving student learning and for program improvement.
  • Any statewide or campus plan for assessment should be based upon authentic student work and allow for the use of multiple measures of student learning—indirect, direct, and embedded—without a single mandated statewide test.

  • A common framework is needed for any credible statewide system of assessment and accountability. The AAC&U LEAP Essential Learning Outcomes and VALUE Rubrics designed to assess the Essential Learning Outcomes are a useful framework given their broad adoption nationally and their endorsement both within and outside of higher education institutions and systems.

  • Assessment approaches should involve an iterative process, and, as such, be viewed as works in progress.

  • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.

 *Information from the State Higher Education Executive Officers Association website.


Fall 2014 Participation Results