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HOW TO GET STARTED?
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PROGRAM LEVEL ASSESSMENT IN THE LIBRARY
Impact of Information Literacy Instruction on English Composition and Speech Communications Courses at College of DuPage
Jennifer KelleyCollege of DuPage
Détail de "Blah, blah, blah" du studio Louise Campbell (Maison du
Danemark)
HOW TO GET STARTED?
College Mission
Program Mission
Program Goals
Program Objectives | Program Outcomes
Outcomes Pyramid• Hierarchical relationships• Increasing complexity• Continuity of mission
Image adapted from University of Connecticut (n.d.). Assessment Primer. Retrieved from http://assessment.uconn.edu/primer/index.html
Outcome
Criteria
ActionEvidenc
e
Analysis
Planning
Gilchrist, D. (2013)
Program Assessment
6 Question Design
Institutional Mission
Program MissionProgram Goals
Program Outcomes
MISSION STATEMENTS
College of DuPageThe mission of College of DuPage is to be a center for excellence in teaching, learning, and cultural experiences by providing accessible, affordable, and comprehensive education.
College of DuPage LibraryThe College of DuPage Library’s mission is to be an exemplary academic library that supports the educational goals and purposes of the college. The Library is dedicated to providing instruction and access to resources and services that support the academic program and the general information needs, diverse cultural interests, intellectual development, and professional growth of the entire college community.
PROGRAM GOALS & OBJECTIVES
Goals Broad, general statements of
what the program intends to accomplish.
Goals describe broad learning outcomes and concepts expressed in general terms.
A single goal may have many specific subordinate learning
objectives
Objectives Brief, clear statements that
describe the desired learning outcomes of instruction
Objectives describe the specific skills, values and attitudes students should exhibit that reflect the broader goals.
Cognitive | Affective | Behavioral
Uconn Assessment Primer http://www.assessment.uconn.edu/primer/index.html
OUTCOMES
Objectives Brief, clear statements that
describe the desired learning outcomes of instruction
Objectives describe the specific skills, values and attitudes students should exhibit that reflect the broader goals
Outcomes Statements that describe
significant and essential learning that learners have achieved
Learning outcomes identify what the learning will ultimately know and be able to do
Objectives are intended results | Outcomes are achieved resultsUconn Assessment Primer
http://www.assessment.uconn.edu/primer/index.html
MEASURABLE OUTCOMES
Goal Objective Learning Outcome
To teach students to locate information
effectively and efficiently.
After searching information resources, students will be able to
analyze the search results.
Students should be able to identify the components
of a citation and differentiate between
types of sources, such as book or periodical.
Question mark, Ipswich, 21 January 2012
Image credit: ed_needs_a_bicycle
INFORMATION LITERACY INSTRUCTION PROGRAM ASSESSMENT PLAN
Is the Instruction Program effective?• Are some efforts more
effective than others?• What do faculty prefer?• What helps students?• Are we focusing on the
right things?
Research 101
IL Modules
Research Guides
Course Based IL
Workshops & Webinars
Outcome
Criteria
ActionEviden
ce
Analysis
Planning
Outcome
Outcome
Criteria
ActionEviden
ce
Analysis
Planning
Outcome
Criteria
How will we know we are successful?
Actions
What will we do to make
this happen?
Evidence
How will we collect
information? What needs
to be developed to gather evidence?
MEASUREABLE PROGRAM OUTCOME
What will students do as a result of engaging with the activity/action you have designed?
Who? + Verb + Impact of ExperienceStudents + participating in IL instruction + will be able to meet Gen
Ed IL outcomes.
Outcome: Students participating in IL instruction are able to meet Gen Ed information literacy outcomes.
Criteria
x% of Speech 1100 and English 1102 faculty members
are providing IL instruction opportunities in their courses.
Actions
Provide instructors with effective IL instruction
opportunities
Provide instructors with an IL toolbox
Develop and provide workshops & webinars for faculty to meet IL needs
Analyze hours and availability of librarians against use data
and adjust accordingly
Evidence
Conduct faculty survey querying participants on
subjective understanding of IL and fact-reporting on use of IL services provided by Library
Conduct follow-up interviews
Review research assignments using rubric
Review Learning
Goals Identify Learning
Outcomes
Create Learning Activities
Enact Learning Activities
Gather Data to Check Learning
Interpret Data
Enact Decisions
Oakleaf, M. (2009). The information literacy instruction assessment cycle:
A guide for increasing student learning and improving librarian instruction
skills. Journal of Documentation, 65(4), 539-560.
http://www.meganoakleaf.info/iliac.pdf
Report Data &
Decisions ILIAC with
Reporting
Layer
WHERE ARE WE NOW?Assessing the Impact of IL Instruction on English Comp & Speech Comm Classes
https://www.insidehighered.com/views/2014/11/24/essay-criticizes-state-assessment-movement-higher-education
ASSESSING ASSESSMENT
“True learning belongs much more to the student than to the teacher.
True learning is not about having the right answer, so measuring whether students have the right answers is at best incidental to the essential aims of education. True learning is about mastering the art of asking questions and seeking answers, and applying that mastery to your own life. Ultimately, it is about developing the power of self-transformation, the single most valuable ability one can have for meeting the demands of an ever-changing world.”
Christopher B. Nelson, president St. John's College, Annapolis
BIBLIOGRAPHY
AssessmentMaki, P. L. (2010). Assessing for Learning. Sterling, VA: Stylus.University of Connecticut (n.d.). Assessment Primer. Retrieved from
http://assessment.uconn.edu/primer/index.htmlIL Assessment
Oakleaf, M. (2009). The information literacy assessment cycle: A guide for increasing student learning and improving librarian instruction skills. Journal of Documentation, 65(4), 539-560. http://www.meganoakleaf.info/iliac.pdfOakleaf, M. (2010). Writing information literacy assessment plans: A guide to best practice. Communications in Information Literacy, 3(2), 80-89. http://goo.gl/E07w0L
BIBLIOGRAPHY
Oakleaf, M. (2011). Are they learning? Are we? Learning outcomes and the academic library. Library Quarterly, 81(1), 61-82. http://www.meganoakleaf.info/aretheylearningoakleaf.pdfOakleaf, M., Millet, M. S., Krause. (2011). All together now: Getting faculty, administrators, and staff engaged in information literacy assessment. portal: Libraries and the Academy, 11(3), 831-852. doi: 10.1351/pla.2011.0035
IL Program AssessmentHoliday, W., Dance, B., Davis, E., Fagerheim, B., Hedrich, A., Lundstrom, K.,
and Martin, P. (2015). An information literacy snapshot: Authentic assessment across the curriculum. College and Research Libraries, doi:10.5860/crl.76.2.170
Jastram, I., Leebaw, D., and Tompkins, H. (2014). Situating information literacy within the curriculum: Using a rubric to shape a program. portal: Libraries and the Academy, 14(2), 165-186. doi: 10.1353/pla.2014.0011
BIBLIOGRAPHY
Oakleaf, M. (2013). Building the assessment librarian guildhall: Criteria and skills for quality assessment. The Journal of Academic Librarianship, 39(2), 126-128. http://ksulib.typepad.com/files/oakleaf_article.pdf
Zald, A. E., Gilchrist, D. (2008). Instruction and program design through assessment. 164-192. Available at: http://digitalscholarship.unlv.edu/lib_articles/146
Culture of AssessmentFarkas, M. G. (2012). Building and sustaining a culture of assessment: Best
practices for change leadership. Reference Services Review, 41(1), 13-31. doi: 10.1108/00907321311300857
Farkas, M. G., Hinchliffe, L. J., & Houk, A. H. (2014). Bridges and barriers: Factors influencing a culture of assessment in academic libraries. College & Research Libraries, crl14-601. http://crl.acrl.org/content/early/2014/10/20/crl14-601.full.pdf
BIBLIOGRAPHY
Gratz, A. and Olson, L.T. (2014). Evolution of a culture of assessment: Developing a mixed-methods approach for evaluating library instruction. College & Undergraduate Libraries, 21(2), 210-231. doi: 10.1080/10691316.2013.829371
RubricsAssociation of American Colleges & Universities. (2013). Information literacy
VALUE rubric.https://www.aacu.org/value/rubrics/information-literacyGola, C. H., Ke, I., Creelman, K. M., & Vaillancourt, S. P. (2014). Developing an
information literacy assessment rubric: A case study of collaboration, process, and outcomes. Communications in Information Literacy, 8(1), 131-144. Retrieved from http://www.comminfolit.org/
BIBLIOGRAPHY
WASC Senior College and University Commission. (2014). Program learning outcomes: Rubric for assessing the quality of academic learning outcomes. http://www.wascsenior.org/content/rubric-program-learning-outcomes
Assessment PlansCalifornia State University Northridge Library Assessment Plan http://library.csun.edu/About/Assessment/AssessmentPlanIndiana State University Assessment Plan Guide http://libguides.indstate.edu/libassessIndiana University Bloomington Libraries. An Assessment Plan for Information Literacy. http://www.dlib.indiana.edu/~brancoli/assess-plan-info-lit.html
