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Assessment in Action: A Community of PracticeAnnie Thomas Kapiʻolani Community College
This project is part of the program “Assessment in Action: Academic Libraries and Student Success” which is undertaken by the Association of College and Research Libraries (ACRL) in partnership with the Association for Institutional Research and the Association of Public and Land-grant Universities. The program, a cornerstone of ACRL's Value of Academic Libraries initiative, is made possible by the Institute of Museum and Library Services.
Assessment?
Assessment is….
“A process that asks important questions about student learning, gathers some meaningful information on these questions, and uses the information for academic improvement.”
-- Palomba & Banta, Assessment Essentials (1999)
“A rich conversation about student learning informed by data.”
--Ted Marchese, American Association for Higher Education
Why Assess?
Accreditation
To Demonstrate Value
Available online: http://acrl.org/value
To Improve Student Learning
Community of Practice
Longitudinal
Information Literacy
Pre & Post Surveys
Focus GroupsShana Higgins Librarian Team Leaderlibrary.redlands.edu/assess
Brian RossmanLibrarian Team Leader
Twitter & Student Engagement
Library Use = Student Success?
Surveys
GPA Data
Lorraine HeffernanLibrarian Team Leader
Kapiʻolani CC Team
Kahele Clark, Hawaiian Studies Instructor
Porscha dela Fuente, Composition Instructor
Annie Thomas, Hawaiʻi & Pacific Resources Librarian
Joyce Tokuda, Learning Resources Librarian
Hawaiian Studies 270: Hawaiian Mythology
How does customized library instruction for Hawaiian Studies students impact the attainment of information literacy skills?
How does the length of contact time engaged in library instruction impact the attainment of information literacy skills?
How are students changed as a result of our efforts?
#1 Outcomes:
As a result of customized library instruction for Hawaiian Studies 270: Hawaiian Mythology, students will...
#2 Criteria:
How will we know we have met our outcomes?
x% or more students will be proficient in finding at least three sources on their deity.
80% or more students will be proficient in finding at least three sources on their deity.
50% or more students will evaluate a source for validity and accuracy based on criteria such as authority, point of view, and bibliographic references.
#3 Action:
What actions do we take to make the outcome happen?
HWST 270 Research Challenge
#4 Evidence:
What data/information do we need to gather?
Following the library workshop,I am now more confident that I can find appropriate sources for my research assignment:
□ Yes
□ Somewhat
□ Not Really
Student Survey
Based on the work produced by your students,Has the library workshop been successful in gettingStudents to FIND APPOPRIATE SOURCES for their research assignment?
□ Very successful
□ Successful
□ Not really sure
□ Not successful
Faculty Survey
Student Work
Developing a Rubric
Outcome Proficient Approaching Not Proficient
SLO 4
Evaluate sources
Students will evaluate a source based on authority and point of view of the author. (Quests 3 & 4)
Evaluation/reflection on the author and references of 2 sources.
Evaluation/reflection on the author and references of 1 source.
Did not evaluate/reflect on author & references of any source.
Developing a Rubric
Outcome Proficient Approaching Not Proficient
SLO 4Evaluate sources
Students will evaluate a source based on authority and point of view of the author. (Quests 3 & 4)
Insightful and in-depth evaluation/reflection on the author and references of 2 sources.
Surface-level evaluation/reflection on the author and references of 1-2 sources.
Did not evaluate/reflect on author & references of any source.
Quality vs. Quantity
Rubrics “are only as good as the raters using them.”--Claire Holmes & Megan Oakleaf (2013)The Official (and Unofficial) Rules for Norming Rubrics Successfully. The Journal of Academic Librarianship.
Norming
#5 Results & Analysis:
What can we learn from the data?
Survey86%
Worksheet20%
Student Confidence vs. Student Work
Evaluation of Sources
ProjectChallenges & Weaknesses
• No control group
• Small sample size
#6 Planning / Change:
What changes are necessary?
Future Steps
AssessmentChallenges • Survey fatigue
• Collecting student work
• Data analysis
• Time consuming
“Institutional assessment efforts should not be concerned about valuing what can be measured, but instead about measuring what is valued.”--Trudi Banta et al. (1996).Assessment in Practice: Putting principles to work on college campuses.
“It’s the process of reflecting on the data that’s important.” – Charles Blaich, Director, Center of Inquiry at Wabash College and the Higher Education Data Sharing Consortium, at ACRL’s 2011 Summits
Learn about assessment
Create a network of librarians Develop campus partners
BENEFITS
Seeking year 3 participantsApply in early 2015
ala.org/acrl/AiAapplication
Questions, Comments, Assessment Tips?
WORKS CITED
Association of College and Research Libraries. (2014). Assessment in action: Academic Libraries and Student Success. In Association of College & Research Libraries. Retrieved from http://www.ala.org/acrl/AiA
Holmes, C. & Oakleaf, M. (2013). The official (and unofficial) rules for norming rubrics successfully. Journal of Academic Librarianship, 39(6), 599-602.
Oakleaf, M. (2010).Value of academic libraries: A comprehensive research review and report. Chicago, IL: Association of College and Research Libraries. Retrieved from http://www.acrl.ala.org/value
IMAGE CREDITS• Confused student: https://flic.kr/p/cEJMpW• Students in class: http://commons.wikimedia.org/wiki/File:Student_in_Class_(3618969705).jpg• Abacus: https://flic.kr/p/6McqyJ • Accredited: http://www.continuetolearn.uiowa.edu/images/pagegraphics/Accreditation_page.jpg• Value of Academic Libraries: https://flic.kr/p/8AGiW8• Stairway to Heaven: https://flic.kr/p/9cUe3g• Spiral staircase: https://flic.kr/p/5dopRY• Balancing rock: https://flic.kr/p/7TTEZD
Mahalo!
Annie Thomas, Kapiʻolani Community [email protected]
For more information about the Assessment in Action Program:http://www.ala.org/acrl/AiA