ILI-L Discussion: Evaluation forms including student learning measures

From Library Instruction Wiki

In late December, 2006 I posted the following query to the ILI-L Discussion list:

We are starting to rework our standard teaching evaluation forms for next year. We need to capture some standard information about every library session for reporting purposes, but we were hoping to be able to include some more meaningful measures of student learning. Would anyone be willing to share samples of the evaluation forms they are using?

Thank you - if there is interest I will compile the information for the list.

Anne-Marie Deitering (Oregon State University Libraries)

There was a great deal of interest in the topic, so I have included a summary of responses here. I have also added some additional information we have gathered in our process at OSU:

Table of contents

1 Sample forms, surveys and instruments 2 Discussion and/or descriptions of evaluation processes 2.1 Black Hawk College, Illinois 3 Additional Resources and Information

Sample forms, surveys and instruments

(submitted in response to the ILI-L query)

Art Institute of Atlanta: Student Evaluation of Library Presentation form

Louisiana State University at Alexandria: Student Response sheet

North Georgia College & State University (Stewart Library): Information Literacy Session Worksheet and Assessment Plan

SUNY Cortland: Memorial Library Library Instruction Evaluation Form

(gathered independently)

UCCS: Kraemer Family Library Information Literacy Assessment

University of Maryland Libraries: Assessment of Library Instruction Programs

Discussion and/or descriptions of evaluation processes

Black Hawk College, Illinois

Information provided by: Charlet Key

We used one of Angelo's CATs called the one-minute paper and asked the students 3 questions at the end of the session:

• What did you learn that was new?
• What did you learn that you are going to use right away?
• What do you still have questions about?

In the year we have used this consistently, we have now standardized our learning objectives for at least the 50-minute one-shots in English 101:

• recognize the difference between Google and library resources
• demonstrate awareness of the Library's webpage and the ability to locate a book and a magazine article using appropriate "tools"
• use Google more effectively

The students generally comment on the Library webpage for the first question, eagerly acknowledge they will use our secret strategies on their next Google search, and when they ask to know more about the library stuff, we refer them to our Searchpath tutorial, if they aren't scheduled for a second session of instruction.

We will be using a post-test this spring related to the tutorial and are planning to use a pre/post test with English 102 starting in the fall. As a community college, there is frequently a gap between completion of 101 and enrollment in 102 so this pre/post test will hopefully enable us to identify what we need to review in a 102 presentation and potentially recommend a second session of instruction with more specialized resources.

Additional Resources and Information

ARL SPEC Kit #279: Evaluating Library Instruction Pages 92-125 are sample evaluation forms.

Choinski, Elizabeth "Assessment with Rubrics: An Efficient and Objective Means of Assessing Student Outcomes in an Information Resources Class" portal: Libraries and the Academy - Volume 3, Number 4, October 2003, pp. 563-575