The document provides an overview of learning outcomes assessment for information literacy instruction in libraries. It discusses the higher education climate driving assessment, standards from accrediting bodies, and examples of assessment at different levels from institutional to individual sessions. Key aspects of learning outcomes assessment covered include writing measurable outcomes, choosing appropriate assessment methods like knowledge tests or bibliographies, and using results to improve instruction. The workshop aims to help participants understand and apply the learning outcomes assessment process in their libraries.

1. Assessing for Improvement
Diane Harvey
NCLA-BIG Workshop
May 21, 2010
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2. Learning outcomes for today
At the end of this session, participants will be able to:
1. Describe the learning outcomes assessment process
in libraries.
2. Write learning outcomes for an information literacy instruction
session.
3. Choose appropriate assessment methods.
4. Define ways to work with assessment results.
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3. Assessment climate in
higher education
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 Spellings Commission
http://www.ed.gov/about/bdscomm/list/hiedfuture/index.ht
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 Voluntary System of Accountability (VSA)
http://www.voluntarysystem.org/
 Accrediting Agencies http://www.sacs.org/

4. SACS standards
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 3.3.1 …identifies expected outcomes, assesses the
extent to which it achieves these outcomes, and
provides evidence of improvement based on
analysis of the results
 3.8.2 …ensures that users have access to regular
and timely instruction in the use of the library and
other learning/information resources.

5. Assessing for improvement
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We don’t assess to prove…
…but to improve.
D. Stufflebeam

6. Assessment in libraries
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 Focus on collections and services (e.g. ARL
LibQUAL)
 Focus on standards (e.g. ACRL IL Competency
Standards)

7. What is LOA: learning outcomes assessment?
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 Systematic look at what students are learning
 Moving from “What am I going to teach today?” to
“What do I want students to learn today?”

8. What LOA is NOT
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 NOT evaluation of teaching
 NOT evaluation of program

9. Why assess student learning in libraries?
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 Affirm commitment to student learning
 Improve effectiveness of instructional programs
 Align with campus, disciplinary, and higher ed efforts
 Be recognized on campus for contributions to
student learning

10. Assessment loop
Develop student
learning
outcomes
Work with
results Set criteria
Do assessment Devise
assessment
measures
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11. Levels of assessment
 Institutional (University wide)
 Program (e.g. Department)
 Course
 Session (e.g. IL instruction)
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12. LOA in libraries: constraints
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 Lack of consistent, reliable access to students
 IL instruction: is it a “program”?
 Program assessment vs. session assessment
 Difficult to isolate effects of library instruction

13. Know your IL program!
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 Do you offer a for-credit IL course?
 Do you provide IL instruction for large programs (e.g.
freshman writing)?
 Is IL integrated into the curriculum?
 Do you offer IL for capstone, thesis or senior seminar
courses?

14. Map your IL program
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First Year Writing
and Freshman Seminars
Subject specific instruction
Honors capstone seminars

15. Where will you assess student learning?
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 On the instruction session level?
 In a for-credit library skills course?
 Across a series of library instruction sessions?
 Broadly across the student population?

16. Remember…
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Library instruction doesn’t work the same way as
instruction in an academic department.
Know the shape of your program – be able to explain
how and why you assess student learning.

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18. 18

19. Some simple approaches
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Develop learning outcomes for your instruction program, and look at
where they are taught – “snapshots”
Focus on large programmatic efforts e.g. first year writing
Highlight specific academic departments
Assess individual library instruction sessions – develop shared
learning outcomes, compare/contrast

20. Snapshots
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Outcome: Students will be able to distinguish between
popular and scholarly journals.
Assessment: pre/post test in freshman English, one
minute paper in senior capstone

21. What is a learning outcome?
A learning outcome is one sentence that
indicates what students should
represent, demonstrate or produce as a
result of what they learn.
- source: Peggy Maki
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22. Good learning outcomes:
 Focus on what students will learn/know/be
able to do
 Describe actions or behaviors
 Are results oriented
 Are observable and measurable
 Include a time frame
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23. ACRL Standards
 3 levels: standards, performance
indicators, outcomes
 Can be used for LOA
 Examples: (1)Identifies keywords, synonyms and related
terms for the information needed. (2) Selects an appropriate
documentation style and uses it consistently to cite sources
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24. Writing outcomes
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Today, we’ll write learning outcomes for a
library instruction session.

25. Exercise: What do you cover?
Think of an information literacy instruction
session that you teach on a regular basis.
List what you would cover in that session.
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26. Bloom’s Taxonomy
 Classification of educational objectives
 Published in 1956, revised in 2001 (changes: noun to
verb, synthesis/creating becomes highest level)
 Taxonomy = classification
 Cognitive levels (lower  higher)
 Provides way to express outcomes
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27. Bloom’s levels (lowest highest)
 Knowledge/Remembering
 Comprehension/Understanding
 Application/Applying
 Analysis/Analyzing
 Evaluation/Evaluating
 Synthesis/Creating
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28. Verbs for information literacy
 Knowledge/Remembering: define, list, recognize
 Comprehension/Understanding:characterize, describe,
explain, identify, locate, recognize, sort
 Application/Applying: choose, demonstrate, implement,
perform
 Analysis/Analyzing: analyze, categorize, compare,
differentiate
 Evaluation/Evaluating: assess, critique, evaluate, rank, rate
 Synthesis/Creating: construct, design, formulate, organize,
synthesize
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29. Verbs to avoid
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Understand Become familiar with
Appreciate Learn about
Know about Become aware of

30. Learning outcomes formula
 1. Time frame
 2. Student focus
 3. Action verb
 4. Product/process/outcome
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31. Using the formula
 Time frame: “At the end of the library
session…”
 Student focus: “…students will be able to…”
 Action verb: “…identify…”
 Product/process: “…a relevant database for
their term paper research.”
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32. Another example:
 Time frame: “After completing the online
tutorial…”
 Student focus: “…students will be able to…”
 Action verb: “…differentiate between…”
 Product/process: “…scholarly journals and
popular magazines.”
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33. One more example:
 Time frame: “By the time they complete their
undergraduate program…”
 Student focus: “…students will be able to…”
 Action verb: “…construct…”
 Product/process: “…a research question that
can be investigated using primary archival
resources.”
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34. Examples: bad and better
Bad: Students will understand how to use social science
databases.
Better: Students will perform a search in Social Sciences
Abstracts that retrieves relevant items.
Bad: Students will be able to search the catalog.
Better: Students will use the catalog to identify a book on their
topic.
Bad: Students will appreciate the importance of correct citation.
Better: Students will produce citations in correct APA format.
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35. Now, write your own!
Choose two items from the list of what you cover in
an information literacy session.
Transform them into learning outcomes, using the
formula.
Find a partner and critique your outcomes using the
following checklist.
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36. Checklist for learning outcomes
 Includes a time frame?
 Focuses on students?
 Uses action verbs?
 Names a product or process?
 Is measurable/observable?
 Prompts a measure/method?
 Will be useful for you to assess?
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37. Sample size
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Use any convenient sample that will give you useable
information.
Make sure that groups of interest are represented.
Sample size is important only if you plan to publish your
results.
Do you want to generalize to the entire student population?

38. Assessment Methods
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Ask yourself
“How will I know?”

39. Assessment methods
 Knowledge test
 One Minute paper & variations
 Bibliography analysis
 Concept Inventory
 Standardized test
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40. Knowledge tests
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 Tests knowledge and/or skills before and/or after
library instruction session.
 Can be given at end of library session or later in
semester.
 Can use clickers to gather data during library
session.
Sample questions:
1. What is the difference between a library catalog
and a database?
2. The Boolean operator “or” narrows a search
statement (true/false).

41. One minute paper & variations
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Sample questions:
1. What is the most important thing about library research
you learned today?
2. 3-2-1 (three things you learned, two things you’re still
confused about, one thing you’d change about session)
3. What is one question you still have?
4. In your research, what will you do differently after
today’s session?

42. Bibliography analysis
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 Look for citations from scholarly/peer reviewed
journals
 Look for citations for books and journals owned by
your library
 Look for articles retrieved from your databases.

43. Concept inventory
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Make a checklist of 3-12 important concepts students need
to master.
Ask students to explain each concept in a sentence or two.
If a concept is unfamiliar, they should leave blank.
Count good responses for each concept, then plan future
instruction.

44. Standardized tests
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 I-Skills
 ILAT (James Madison University)
 SAILS

45. I-Skills
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 Developed by ETS
 7 ICT proficiencies
 Tracked to ACRL standards
 Task based, 2 sections, 75 minutes

46. SAILS: Standardized Assessment of Information Literacy
Skills
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 45 questions
 35-50 minutes
 Multiple choice
 Can require cooperation of faculty and administrators
 Sample question: If you wanted to search for a topic that
has several components, such as nutrition for pregnant
women, which operator would you use?
(and, or, not, adj)
Source: Project Sails https://www.projectsails.org/abouttest/samples.php

47. ILAT – James Madison University
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 Web based
 60 items
 Tests ACRL standards 1,2,3 and 5

48. Using assessment information
 Rewrite learning outcomes
 Change what you do/how you teach
 Work collaboratively with colleagues
(librarians and faculty)
 Revise assessment measures
 Share the news in the library and on campus
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49. Learning outcomes are:
 Fundamental components of a learning
assessment program
 Focused on student learning
 Indicate what students will know/be able to do
 Measurable, observable, overt
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50. Learning Outcomes Assessment
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A tool to help librarians
improve student learning

51. LOA resources
 Angelo, Thomas (1993). Classroom assessment techniques.
 Maki, Peggy (2004). Assessing for learning : building a
sustainable commitment across the institution.
 Middle States Commission on Higher Education(2003).
Developing research & communication skills: guidelines for
information literacy in the curriculum
http://msche.org/publications/devskill050208135642.pdf
 Neely, Teresa Y(2006). Information literacy assessment :
standards-based tools and assignments.
 Radcliff, Carolyn et.al (2007). A practical guide to information
literacy assessment for academic librarians.
 Student Learning Outcomes Assessment (University of
Virginia)http://www.web.virginia.edu/iaas/assessment/outcom
es.htm
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52. Let’s assess this workshop!
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53. Thank you!
Diane Harvey
Head, Instruction & Outreach
Perkins Library
Duke University
diane.harvey@duke.edu
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