Completing the Assessment Cycle
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This document outlines the assessment cycle for library instruction programs. It discusses gathering data to increase student learning, strengthen instruction programs, and align with strategic goals. Tips are provided for getting faculty buy-in, conducting assessments during and after class sessions, interpreting and reporting data, modifying outcomes, reflecting on the process, communicating results to faculty, and guidelines for ongoing reporting and improvement. The goal is to continually assess, evaluate, revise and improve instruction.
![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
Photo Credit: ffaalumni via Compfight cc
A Few More Reasons . . .](https://image.slidesharecdn.com/assessmentcycle-140701162637-phpapp01/85/Completing-the-Assessment-Cycle-5-320.jpg)
Completing the Assessment Cycle
- 1. Completing the Assessment Cycle Melissa Mallon Wichita State University Libraries Assessment Symposium
- 2. 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.
- 3. Image Source Why Gather Data?
- 4. Library Instruction Program Learning Outcomes http://libresources.wichita.edu/libraryinstructionassessment
- 5. 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 Photo Credit: ffaalumni via Compfight cc A Few More Reasons . . .
- 6. 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
- 7. 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
- 8. Photo Credit: kevin dooley via Compfight cc Interpreting & Reporting Data
- 9. 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
- 10. 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
- 11. 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
- 12. 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
- 13. 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
- 14. Photo Credit: bryanwintermute via Compfight cc You’re never really done . . .
- 15. 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.”
- 16. Photo Credit: Avard Woolaver via Compfight cc