SCC/MLA 2007 Albuquerque, New Mexico Library Assessment: From Accountability to Improvement
Tell us: Name What you do Where you work Complete this sentence: One year from today I will ………….
Section 1: Overview
Why are we here today?
outputs about outcomes CHANGE. Impacts Library Assessment inputs It’s
Is it evaluation or is it assessment?
Is this Library Assessment? How do you measure your library’s success? Is it circulation numbers? Is it the number of patrons? The number of searches of your electronic databases? – Stranton Lloyd
Outcomes Evaluation and Outcomes Assessment
Question has changed
From What have we done to accomplish our goals
To What has changed as a result of our work
“ Old” Measures
Statistics, numbers, data
“ New” Measures
Quality (e.g., service)
Improvements in Student Learning
“ Regardless of the specific strategy selected by the institution, assessment strategies and methods should be adapted to the unique context of the institution to produce multiple indices of quality and effectiveness….” – Hernon and Dugan, 2004
“ Library assessment” is….
Why should we care about assessment?
>:/ bring it on
Section II: Library Assessment in Higher Education
Primary performance indicator
Differences among inputs, outputs, and outcomes
Student Learning Outcomes and Technology
Outcomes Assessment and Service Quality
The LibQUAL+™ Premise
What is service quality?
Definition: difference between what customers expect and their perceptions of the service performance.
2007 Core Questions Dimensions Summary Affect of Service Dimension Information Control Library as Place 4 5 6 7 8 9 Mean Overall
Quantitative and Qualitative Elements
LibQUAL+ ™ Comments Content Analysis and Atlas.ti
Data file,Descriptive Statistics,Reliability, and SPSS
“ LibQUAL+ ™ is ‘another tool in the box’…it complements other information you have about service performance and quality” (Hiller)
Note: After the Radar Chart , Steve Hiller, 2002.
Collecting statistics begins the road trip.
Developing an Assessment Plan Assessment Plan Columbia University Libraries 2007 through 2009
The Assessment Cycle Mission/Purposes and Objectives Repeat the assessment cycle after changes have been implemented. Source: Hernon and Dugan, 2004 Interpret Evidence Implement Change Identify Outcomes Gather Evidence
Obstacles to Assessment
No single model
How do AHSL’s show impact? Improved healthcare, reduced costs, increased access to health information?
Lack of adequate data-gathering systems
Hard to compare results from disparate data sources
Lack of staff skills
No support from library leadership
The Value of Information
How do you quantify the value of information?
What is the return on investment (ROI)?
Worth Their Weight
Technical support and systems
Focus on processes/services, not individuals
Select the appropriate measures
Realistic scope and schedules
Senior leadership support
Results are used in decision-making
A Culture of Assessment
Decision based on facts, research, and analysis
Staff are informed about results
Change occurs based on results
Pulling it Together
The 21 st Century Library is very different!
Outcomes assessment is complex
Evaluation and assessment focus on user/customer outcomes
Do you have a culture of assessment?
By the end of this session you will be able to:
Define “culture of assessment”
Provide an example of an input, output, impact, and outcome
Explain how assessment differs from evaluation
List two examples of student learning objectives
List two tools useful in library assessment
Describe two obstacles to assessment
List two elements to include in an assessment plan
Be able to access the 2007 SCC/MLA CE Course Ning
“ The information acquired through library assessment is used in an iterative manner to improve library programs and services and make libraries responsive to the needs of their communities.” – Steve Hiller “… accountability has shifted from ‘are we spending our money efficiently and wisely’ to ‘what difference does the library make?’” – Steve Hiller Photo source: Charlotte Self