evolution of an assessment program
TRANSCRIPT
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Evolution of an
Assessment Program
Amy GratzInstructional Services Librarian
Mercer University, Jack Tarver Library
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Spring/Summer 2012• Looked back at
previous assessment tools• Student Feedback
Form• Peer Observations
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Spring/Summer 2012Created new
student form Continued peer
observations
Your Class Level (circle one): First-year Sophomore Junior Senior Graduate Student Other
1. Please rate the amount of hands-on work time allotted in this session (circle one)
Too Much About Right Too Little
2. Please rate your confidence with using the tools demonstrated today
Confident Somewhat Confident Not Very Confident
3. How helpful will the skills and concepts discussed today be for your assignment (check one)? □ Absolutely essential – I could not complete the assignment without
them □ Useful – they will make the assignment easier □ Somewhat helpful – some of the skills/concepts will be helpful, but not
all □ Barely helpful – most of the skills/concepts I already knew or won’t use □ Useless – I already knew everything, or the skills/concepts won’t help
with my assignment
4. What concept from today’s class are you still working to understand?
5. What skills/concepts discussed today were already familiar to you?
6. What didn’t work well about today’s session, and how can we improve? Other comments?
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Fall 2012Began article about assessment at Tarver
Library1
Delved into past practices at TarverStarted in 2002 Primarily student feedback
Learned about best practices from the literature
1For a full overview and references to specific articles and other literature: Gratz, A. and Olson, L. T. (2014). doi: 10.1080/10691316.2013.829371
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Best Practices for AssessmentMust be tied to Library and University
goals Gilchrist & Oakleaf, 2012. An Essential Partner: The Librarian’s Role in Student Learning
Assessment. http://www.learningoutcomeassessment.org/documents/LibraryLO_000.pdf
Should be done on multiple levels Radcliff, et al., 2007. A practical guide to information literacy assessment for academic
librarians. Westport, Conn: Libraries Unlimited.
Should use multiple methods Tancheva, Andrews, & Steinhart, 2007. Library instruction assessment in academic
libraries. Public Services Quarterly, 3(1/2), 29-56. http://doi.org/10.1300/J295v03n01_03
Also recommended: Instruction & Program Design
Through Assessment by Gilchrist and Zald, 2008
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Problem with Attitude Surveys“At most, it provides information about
how the student perceives the librarian’s presentation… What [it] has not provided is any indication of whether the student
participants have actually learned anything.”
Colborn, N. W. & Cordell, R. M. (1998). Moving from subjective to objective assessments of your instruction program. Reference Services Review, 26(3/4), 125-137. doi: 10.1108/00907329810307821
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2013-2014: Designing the Program
Mission Statement: The Tarver Library Instruction Program supports the mission and curricula of
Mercer University by teaching the information literacy skills essential for
creating well-researched papers, presentations, and other projects,
empowering all of our community members in their academic, professional, and
personal lives.
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2013-2014: Designing the ProgramStudent Learning Outcomes (SLO’s)
Upon degree completion students will:Determine the nature and extent of the
information needed.Access needed information effectively and
efficiently.Evaluate information and its sources critically
and investigate differing viewpoints. Understand various economic and social issues
surrounding the use of information and access and use information ethically.
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2014-2015: Creating SLO’s
Focused on our most commonly taught courses
Decided not to develop any for subject area classes
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Scaffolded SLO’s
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Selected Finalized SLO’sINT 101 Instruction
Students identify appropriate academic sources
Students generate an individual list of applicable key search terms
Students access and use multidisciplinary resources to locate information
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Summer 2015Needed to get colleagues more
interested in assessmentAdapted an instruction activity for
use in a meeting
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Instruction Program Assessment“Ultimately, the goal of all instruction and assessment
efforts is to engage in reflective practice” (Oakleaf)
How frequently should we use that assessment method?Assign each method you’ve
been given to one of the different cycles posted
Color-coded:Green = studentsYellow = facultyBlack = internal
Add your own if desired!
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Instruction Program Assessment Cycle, 4-year Rotation
2015-2016 2016-2017Full Year Student in-class survey Full Year Student in-class survey
Faculty in-class survey
Faculty in-class surveyPilot pre/post tests Pre/post tests (students)
Fall OnlyStudent end-of-semester survey Fall Only
Student end-of-semester survey
Faculty end-of-semester survey
Faculty end-of-semester survey
Spring Only Preceptor Focus Groups
Spring Only
Faculty interviews/focus group
2017-2018 2018-2019Full Year Student in-class survey Full Year Student in-class survey
Faculty in-class survey
Faculty in-class surveyPre/post tests (students) Pre/post tests (students)
HEDS Annual Survey Fall OnlyStudent end-of-semester survey
Peer ObservationsFaculty end-of-semester survey
Fall Only Faculty end-of-semester survey
Spring Only Student focus groups
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2015-2016 Successes
2015-2016Full Year
Student in-class survey
Faculty in-class surveyPilot pre/post tests
Fall Only
Student end-of-semester surveyFaculty end-of-semester survey
Spring Only
Preceptor Focus Groups
Student in-class survey
Faculty end-of-semester survey
Focus Group with Preceptors
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2015-2016 Challenges
2015-2016Full Year
Student in-class survey
Faculty in-class surveyPilot pre/post tests
Fall Only
Student end-of-semester surveyFaculty end-of-semester survey
Spring Only
Preceptor Focus Groups
Faculty in-class survey
Pre/Post TestsStudent end-of-
semester Survey
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Closing the LoopInternal feedbackInformal sharing with faculty colleagues
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Future Plans
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Continue Evolving
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Images UsedSlides 1 and 20: Mills. (2014). Tree of life. https://flic.kr/p/rcu88bSlide 2: Mibby23. (2013). Looking back. https://flic.kr/p/iMJAfr Slide 3: Cornwall, N. (2013). New life. https://flic.kr/p/ejeMh6 Slide 4: Accheri, C. (2014). Ta Prohm. https://flic.kr/p/oXzeiT Slide 5: Mennerich, D. (2013). Bikaner IND – cenotaphs devikund sagar 04. https://flic.kr/p/jC6cQu Slide 6: Jutte, T. (2013). National Geographic, Ter Apel Monastery, Groningen, Netherlands – 1551. https://flic.kr/p/jKjfTU Slide 7: Tazewell, C. (2007). Spiral. https://flic.kr/p/3f5vcq Slide 8: Delp, J. (1999). Mount Katahdin, Maine. https://flic.kr/p/5rXe7c Slide 9: kc ma. (2016). Seedling. https://flic.kr/p/Eni9Rh Slide 10: Holzman, L. Ladder. https://flic.kr/p/ApJ9 Slide 11: bambe1964. (2011). Scaffold. https://flic.kr/p/aB3wdc Slide 12: Kleinfield, A. (2008). Girl runs up San Francisco’s 16th Avenue tiled steps. https://flic.kr/p/58rHHw Slide 13: JogiBaer2. (2011). Post-It. https://flic.kr/p/9jp2qo Slide 14: chaseiv57. (2012). 6172004275_b8dcba694d_b-1. https://flic.kr/p/dcjiJx Slide 15: Cheng, B. (2014). Light tunnel. https://flic.kr/p/qPWPgZ Slide 16: Scott, G. (2007). Positive thoughts, Mr. Glen. https://flic.kr/p/3RbWwn Slide 17: Eric. (2005). Frustration. https://flic.kr/p/5Y57G Slide 18: when_night_falls. (2013). Loop. https://flic.kr/p/ffi186 Slide 19: Clark, T. (2013). The open road. https://flic.kr/p/h6FC2E