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Library Instruction Assessment Made Easy:

Practical Tips to Get You Started with Little Training, Money or Time Nora Hillyer Marvel Maring Dr. C. C. and Mabel L. Criss Library The University of Nebraska at Omaha Library Assessment Conference Building Effective, Sustainable, Practical Assessment August 6, 2008.

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Library Instruction Assessment Made Easy:

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  1. Practical Tips to Get You Started with Little Training, Money or TimeNora HillyerMarvel MaringDr. C. C. and Mabel L. Criss LibraryThe University of Nebraska at OmahaLibrary Assessment ConferenceBuilding Effective, Sustainable, Practical AssessmentAugust 6, 2008 Library Instruction Assessment Made Easy:

  2. Culture of Assessment • NCLB • Outcomes-based assessment • Accountability

  3. Pressure to Assess • At UNO--MyMapp • Programmatic assessment

  4. ACRL training • Model for real-life library assessment • Advantage of developing model before committing resources • Feedback from ACRL instructors http://www.ala.org/ala/acrl/acrlproftools/assessingstudent.cfm

  5. Ask yourself a few questions • Need to Determine: • Scope • Measurement instrument • Population • Timeframe • Delivery Method • Sustainability

  6. What do you want to measure? • Determine type of instrument • Pre and Posttest to measure ENGL116 Composition II students’ information literacy skills • Pool of questions • Variety of questions—multiple answer, drag and drop and fill in the blank

  7. Who can help? • Institutional assistance • Faculty with expertise in assessment • English faculty to assist in question development and review • Graduate students to assist with data analysis • Other librarians with assessment experience

  8. Consultants • Use consultants to: • Define your scope • Suggest testing instrument models • Test your test • Help navigate IRB process • Review results and draw conclusions

  9. Delivery • Online vs. Paper • Course management software • Blackboard • Campus IT support • Familiar • Convenient • Accessible 24-7

  10. Time • Planning for assessment—our timeline • Timeline for launching • Timeline for measuring • Longitudinal? • One time measure? What can you sustain?

  11. Money • Do you need it? • What it did for us • Incentive • Stipend for consultants • Student employee wages • Data analysis

  12. Staff • How to create buy-in with: • Library staff • Librarians • English professors • Adjuncts • Campus stakeholders Highlight benefits to all stakeholders

  13. Curriculum • Build on what you have in place • Keep it simple to start • Be consistent with learning objectives • Reinforce key concepts • Share decision-making with English or other faculty stakeholders

  14. Promotion • English Department faculty meetings • Library Instruction sessions • Library Newsletter—website • Continuous need for promotion every semester until it becomes routine

  15. Benefits of assessment in library • Working with faculty consultants campus-wide opened our eyes to the ways in which different units measure learning • Engaging in larger assessment conversation developing on campus—future committee work opportunities

  16. Theory Consistent Not ConsistentModify Hypothesis Tests

  17. Measurements • Pre and post questionnaires • Student surveys • Blackboard organization • Controlled group of librarians, English instructors, and class sections • Questions • Collaboration with English department • Prioritized outcomes with ACRL IL Standards • Used challenging, performance-based questions

  18. Background and Online Assessment Tools • Why did we select Blackboard?

  19. Blackboard – The Foundation • Saving time and money with little training

  20. Findings from Initial Semester • Sample Size • 15 sections of English 1160/1164 • 184 students completed both questionnaires • Pre-questionnaire mean = 8.23 out of 15 • Post-questionnaire mean = 9.89 out of 15 • Statistically significant (p < .001)

  21. What did you find most useful in the library instruction? • A compleat waste of my time and tuition. • Learned what some stuff did • All of the engines that we could use to find things, and how to use them. • The library instructor only showed us a couple, but after being shown how to use a few, I went through and figured out how to use others without being intimidated by all of the information. • Everything..I woul not have found my sources if it wasnt for the library instruction

  22. Changes implemented after initial semester • Advice offered from faculty consultants, library instructors, and English faculty:

  23. Results from Second Semester • 147 completed the pre and post questionnaires • 8 scores rejected as “outliers” • 139 scores used • Pre-questionnaire mean score = 16.10 • Post-questionnaire mean score = 15.61 • Results were NOT statistically significant

  24. Second Semester – Survey Questions

  25. Second Semester – Survey Questions

  26. Second Semester – Survey Questions

  27. Correlation between Score Difference and Number of Days Between Tests– Second Semester

  28. Factors affecting success

  29. Rewards • Focused and clarified the purposes of the information literacy sessions • Prioritized and used the most relevant standards and outcomes that fit our program and institution • Continued to build relationships with the English department faculty

  30. Future assessment ideas • Verbal demonstrations • Keyboard analysis • Surveys—in depth • Longitudinal study of information literacy skills • Citation analysis—MyMapp e-portfolio

  31. Practical Tips

  32. Thank You • Questions? • Discussion

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