Qualitative Assessment in Library Instruction
Presentation at Michigan Library Association Annual Conference, November 2012 While academic libraries often assess the students who attend library instruction, much of this assessment has been quantitative. This program will explore the value of qualitative assessment in library instruction. Expanding assessment to include tools to gather qualitative data from students can provide valuable insight to improve both the quality of instruction and student achievement of learning outcomes. The program will include discussion of some of the ways academic libraries are gathering qualitative data from students in instruction as well as activities demonstrating these tools in action. View handout and ideas brainstormed during session: http://www.slideshare.net/suzannebernsten/qualitative-assessment-in-library-instruction
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Qualitative Assessment in Library Instruction
- 1. Qualitative assessment in library instruction Suzanne Bernsten & Susan Murphy Lansing Community College
- 2. What assessment methods are you using? How are you using the information that you gather?
- 3. About assessment • What is it? • Assessment must be tied to learning outcomes. • Formative v summative • Qualitative v quantitative
- 4. Thinking about assessment methods Quantitative Qualitative Formative Summative
- 5. Ways to use assessment • In the classroom • Program evaluation • As part of institutional assessment and goals • To tell the library’s story
- 7. Overview of Assessment Techniques • Classroom assessment techniques – simple, non-graded, anonymous feedback • Performance Assessment • Beyond the Classroom
- 8. Tips for Using CATs (Angelo & Cross) • Use only techniques that appeal to your intuition and professional judgment • Don’t make it a chore – start small • Try the CAT on yourself before you use it • Give students enough time • “Close the loop”
- 9. Closing the Loop - One Shot Sessions? • Use what you have learned to improve other sections of the class • Sometimes you can offer feedback within the same session – for example, problem/solution • Other ideas?
- 10. What do you find most difficult about doing research?
- 12. Summary of Results What Students Report as Most Challenging about Research Search Strategies Evaluating Information General Research/Writing Process Finding and Narrowing a Topic Citation 0 5 10 15 20
- 13. Some things we learned from the one-minute paper • “the library is more advanced than Google” • “I have seen the error of my ways” • I had no idea the library had all this • I will use databases instead of Google • I like that I can get help 24/7 • This will make me a better writer • “obvious she cares about the students”
- 14. GO ROUND What is one thing you will take back from this session?