swiss army assessment diana hartle, amy watts university of georgia assorted tools for evaluating...

Swiss Army Assessment

Diana Hartle, Amy Watts

University of Georgia

Assorted Tools for Evaluating Instruction

Measure twice, cut once

• Who or what is being assessed?

• Why is the assessment happening?

• What do you hope to do with your findings?

• Also remember (as if you could forget) your budget, time, and technology constraints.

Paper or Plastic?

How are you going to do your assessment?

• Methodology – quantitative or qualitative?

• What’s your yardstick?

• Collection – Paper? Computerized? Other technology?

For every job, there is a perfect tool

Don’t reinvent the wheel• Do a literature search in library literature.

• Web search for other libraries’ initiatives

• Trawl the listservs – if you’ve already searched the archives and nothing’s there, ask!

• Consult colleagues at your own library and other libraries.

Case Study 1: Peer Observation

Who is being assessed? Teaching librarians

Why is the assessment happening?Continuing professional development

What will be done with findings?Individual librarians can make improvements/adjustments to teaching methods

Case Study 1: Peer Observation (Continued)

Methodology: qualitative

Measurement: None. This is a descriptive process.

Collection method: Written

Case Study 1: Peer Observation (Continued)

Developing the tool; what have others done?

• Evolution of Peer Evaluation of Library Instruction at Oregon State University Libraries, Appendix A: IS Instruction & Training Checklist for Observations

• Data Gathering Tools • Suggestions for Working with Your Peer Coach • Classroom Observation Worksheet • Peer Teaching: How to Get Started

Tailoring to our own needs• Peer Observation Guidelines we developed

Case Study 2: WebCT Quiz

Who or what is being assessed?Information literacy and library skills of students in introductory level classes; librarians who teach those sessions

Why is the assessment happening?Directive from library administration

What do you hope to do with your findings?Demonstrate effectiveness and importance of library instruction; improve teaching in these sessions

Case study 2: WebCT Quiz (Continued)

Methodology: mix of qualitative and quantitative

Measurement: Percentage of questions answered correctly

Collection: Multiple choice/short answer online quiz delivered via course management software

Case study 2: WebCT Quiz (Continued)

Developing tool

• Committee formed

• Literature review conducted

• Examined samples from other initiatives• Consulted ARCL Standards for

Information Literacy http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

• Vetted through colleagues

What else have we put in our toolbox?

Instruction Assessment

• SurveyMonkey quiz for UNIV classes (Nadine Cohen) tinyurl.com/7kek7/  tinyurl.com/qguh6/

• Half-sheet written evaluation for introductory science classes (Monica Pereira) www.libs.uga.edu/ref/evalform.pdf

• Clear/muddy cards (Laura Shedenhelm)

Our colleagues’ toolboxes

Other assessment initiatives at UGA Libraries

• LibQual – Survey developed by ARL to assess and improve service in the Libraries.

• Focus groups for website usability• SLC use of building (focus groups & surveys)• Science Library User Satisfaction Survey• Collection Development faculty needs survey• Library Faculty Job Satisfaction Survey

http://dataserv.libs.uga.edu/assessment/activities.html

Go get your fingernails dirty

Assessment doesn’t have to be painful. Assessment for assessment’s sake will never be fun. But if you go into it with a clear expectation of how you will use your results, everything else will fall into place.

Good luck, and sharp tools are safe tools.