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Moving from Subjective to Objective Assessments of Your Instruction Program

Moving from Subjective to Objective Assessments of Your Instruction Program Assessment of academic programs has become a focus and a priority for many campuses, but assessment of library instruction programs provides unique challenges. Without required courses, major standardized tests, or clear objectives, how does an academic library move from student and faculty feedback forms to broader assessments of the instruction program? The Schurz Library has moved from simple subjective feedback forms for students and faculty, to more indepth questionnaires, to development of a list of library research competencies for students, to the development of an objective test of library research competencies for targeted student groups. In this article, Colborn and Cordell discuss the distinction between student evaluation and program assessment; the development of assessment methods for library instruction; and the various steps taken in the writing, testing, revising, and use of an assessment instrument for the Schurz Library instruction program. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Moving from Subjective to Objective Assessments of Your Instruction Program

Nancy Wootton Colborn; Rosanne M. Cordell
Reference Services Review , Volume 26 (3/4): 13 – Dec 1, 1998
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Publisher
Emerald Publishing
Copyright
Copyright © 1998 MCB UP Ltd. All rights reserved.
ISSN
0090-7324
DOI
10.1108/00907329810307821
Publisher site
See Article on Publisher Site

Abstract

Assessment of academic programs has become a focus and a priority for many campuses, but assessment of library instruction programs provides unique challenges. Without required courses, major standardized tests, or clear objectives, how does an academic library move from student and faculty feedback forms to broader assessments of the instruction program? The Schurz Library has moved from simple subjective feedback forms for students and faculty, to more indepth questionnaires, to development of a list of library research competencies for students, to the development of an objective test of library research competencies for targeted student groups. In this article, Colborn and Cordell discuss the distinction between student evaluation and program assessment; the development of assessment methods for library instruction; and the various steps taken in the writing, testing, revising, and use of an assessment instrument for the Schurz Library instruction program.

Journal

Reference Services Review – Emerald Publishing

Published: Dec 1, 1998

Keywords: Reference libraries; Information; Assessment; Students

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