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Presented for the Assessment Symposia for Wichita State University Libraries.
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Completing the Assessment CycleMelissa Mallon
Wichita State University Libraries Assessment Symposium
Assessment Cycle
Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills. Journal of Documentation, 65(4): 539-560.
Library Instruction Program Learning Outcomes
http://libresources.wichita.edu/libraryinstructionassessment
Increase student learning!
Strengthen instruction program!
Facilitate non-traditional learning styles!
Align with Libraries’ Strategic Plan!
Goal 3: Establish the UL as a campus partner in teaching […]!
Goal 6: Engage in assessments that […] assist the UL in meeting the evolving needs of library users.!
Improve teaching practices
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A Few More Reasons . . .
Tips for Faculty Buy-In
Start discussions when planning class!
Show examples!
Highlight applicability to particular assignment/research skill!
Connect to programatic assessment!
Stress teaching transferable skills!
Use tech & offer to administer / grade assessment
Non-Class Strategies
Reference & Other Service Point Interactions!
Have students demonstrate technique taught (e.g. searching)!
Make link to skills required for class or future library use!
Encourage return visits
Training!
Start with needs assessment!
Incorporate authentic assessment !
Workshops!
Many similar strategies!
Send follow-up assessment of real-life context
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Interpreting & Reporting Data
On the Fly Adjustments
Build in “muddiest point” or “minute paper” techniques early in the session!
Be ready to scrap a lesson and change course!
Come prepared with ideas for alternate activities!
Collect student email address to provide feedback after class
Image Source
Modification of Outcomes
To what extent has the learning outcome(s) been achieved?!
What needs refined? !
learning outcomes!
in-class activities!
type of assessment / data collection method
Reflecting on the Process
Make note of observations!
Recognize and overcome your blind spots!
Don’t be afraid to adjust teaching style!
What would make the process easier for you? the students?!
What do you need to be successful? Photo Credit: kevin dooley via Compfight cc
Communicating with Faculty
Be clear & concise!
Compare to results of assignments!
Demonstrate impact!
Focus on outcomes!
Report on post-class communication!
Ask for feedbackImage Source
Guidelines for Reporting Assessment Activities
Consult with Melissa if you are planning a summative assessment (e.g. pre- and post- test)!
Report activities on LI Stats Form!
Add handouts, question sets, & lesson plans to Library Teaching Toolkit!
Record assessment results on the form
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You’re never really done . . .
Grassian and Kaplowitz (2001).
“We plan. We develop. We deliver. We assess and evaluate the results of the
assessment. We revise, deliver the revised material, and assess and
evaluate again … continually striving for perfection contributes to keeping both our instruction fresh and our
interest in teaching piqued.”
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