Here’s where we perform the actual assessmentThere can be a variety of different ways to assess the components of the instruction program. Here are some recommendations based on answers to some of the above questions. The following are prominent components of the instruction program and Kennesaw State.
The Instruction Chronicles Documenting Initiatives in Information Literacy Jennifer Sutcliffe Kennesaw State University
Presentation forKennesaw State University Assessment Librarian December 20, 2012 firstname.lastname@example.org
Prologue• In recent years, “the call for assessment in higher education has gone beyond the standard measurements of inputs and resources to a broader need to assess outcomes, or what students actually learn while in college” (Hewitt & Hewitt, 2010, “Literature Review,” para. 2)• For libraries, this means that assessment is a way in which “academic libraries must prove the value they provide to the academic enterprise” (ACRL Research Planning and Review Committee, 2012, “Communicating value,” para. 1)
Chapters PreparationII. ExecutionIII. CalculationIV.V. Implementation The Sequels
I. Preparation Review existing mission statementsDevelop a mission Review the literature on best practices
I. PreparationDevelop an assessment plan DEFINE The specific goals of the plan for library instruction assessment IDENTIFY Library services, target audiences, and outcomes to assess GATHER Inventory of resources CREATE A process for carrying out the assessment DELEGATE Tasks to participating librarians
I. Preparation RAILS Program• Helps librarians create and use rubrics to assess information literacy. – Use existing rubrics – Edit rubrics – Share unique rubrics• Get ideas for the assessment(Rubric Assessment of Information Literacy Skills, 2012)
I. Preparation RESULTAn assessment plan that is ready to be implemented, and that isin line with the goals of the university, library, and instruction program.
II. ExecutionUndergraduate Graduate instruction instruction classes classes Open Library 101 bibliographic classes instruction classes
II. ExecutionWhat does the library assess? (and when?) Demand for instruction Changing needs of the academic community Past student and faculty feedback
II. ExecutionInstruction sessions in eachmajor and graduate program • Large-scale • Ongoing, one course per semester When • Throughout the semester • Select one course of study/major per semester • Get feedback from faculty & students • Pre- and post-tests How • Student bibliographies
II. ExecutionLibrary 101 Classes • Ongoing, as needed • When changes are made to the instructionWhen curriculum • Randomly select scheduled Library 101 classes • Get feedback from faculty & students How • Pre- and post-tests
II. ExecutionOpen BibliographicInstruction Sessions • As determined by committee • When changes are made to the instructionWhen curriculum • Randomly select Open BI classes to classes • Get feedback from studentsHow • Give information literacy test at end of session
II. ExecutionAdditional Assessment LibrarianLibGuides peer review
II. Execution WASSAIL• An open-source, database-driven application for creating and managing customized information literacy assessments and surveys• Developed by the University of Alberta Augustana Library• Originally designed to assess library instruction(University of Alberta Augustana Library, 2012)
II. ExecutionOther Assessment Tools Rubrics for assessing student work
II. Execution RESULTQualitative and quantitativedata to analyze and create a report. • Student scores onQuantitative assessments • Numbers from LibGuides • Student feedbackQualitative • Faculty comments • Peer evaluations
III. Calculation Provide Prepare a Ensure safe enough Analyze and report on storage of time to format data the dataanalyze data assessment
III. Calculation SPSS• Software used for statistical analysis created by IBM• Highly advanced functions and interoperability with other statistics software & databases• Some functions of SPSS can also be carried out in Excel(IBM, 2012)
III. CalculationTools for Analysis Data! Documentation from assessment Database and library systems
III. Calculation RESULTA full report on the assessment findings.Stored data to be used in future assessments.
IV. Implementation Strengths & Win-win weaknesses
IV. ImplementationMake changes tothe instruction programMake changes tothe assessment processDecide on whereto release data
RESULT Better library services.A more effective assessment plan.
V. The Sequels• “Assessment is an ongoing process aimed at understanding and improving student learning.” (Association of College and Research Libraries, 2012, para. 3)• The process may change, but the core concepts remain the same.
ReferencesAssociation of College and Research Libraries. (2012). Assessment issues. Retrieved from:http://www.ala.org/acrl/issues/infolit/resources/assess/issuesACRL Research Planning and Review Committee. (2012). 2012 top ten trends in academiclibraries: a review of the trends and issues affecting academic libraries in higher education.American Library Association. Retrieved from: http:/crln.acrl.org/content/73/6/311.fullHewitt, G.J., & Hewitt, R.T. (2010). Ability, assistance, and collaboration in academic libraryassessment. Library Philosophy and Practice. Retrieved from: http://unllib.unl.edu/LPP/hewitt.htIBM. (2012). SPSS software. Retrieved from: http://www-01.ibm.com/software/analytics/spss/Rubric Assessment of Information Literacy Skills. (2012). Rubrics – RAILS. Retrieved from:http://railsontrack.info/rubrics.aspxUniversity of Alberta Augustana Library. (2012). Augustana Information Literacy – WASSAIL.Retrieved from: http://www.library.ualberta.ca/augustana/infolit/wassail/
Background ReadingAcosta, E., & Gardner, S. (2010, June). Solving the rubrics cube: Using assessment to sharpenlibrary instruction. Poster session presented at the annual conference of the American LibraryAssociation, Washington, DC. Retrieved from http://works.bepress.com/elisa_acosta/1/Association of College and Research Libraries. (2012). Standards toolkit. Retrieved fromhttp://www.ala.org/acrl/issues/infolit/standards/standardstoolkitSobel, K.., & Sugimoto, C.R. (2012). Assessment of learning during library instruction: Practices,prevalence, and preparation. The Journal Of Academic Librarianship, 38(4), 191-204doi:10.1016/j.acalib.2012.04.004Schilling, K., & Applegate, R. (2012). Best methods for evaluating educational impact: acomparison of the efficacy of commonly used measures of library instruction. Journal of theMedical Library Association: JMLA, 100(4), 258. Retrieved fromhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC3484955/Zoellner, K., Samson, S., & Hines, S. (2008). Continuing assessment of library instruction toundergraduates: A general education course survey research project. College & ResearchLibraries, 69(4), 370-383. Retrieved from http://crl.acrl.org/content/69/4/370.full.pdf