Assessment in Action: A Community of Practice Annie Thomas Kapi ʻ olani 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:

To Improve Student Learning

Community of Practice

Longitudinal Information Literacy Pre & Post Surveys Focus Groups Shana Higgins Librarian Team Leader library.redlands.edu/assess

Brian Rossman Librarian Team Leader Twitter & Student Engagement

Library Use = Student Success? Surveys GPA Data Lorraine Heffernan Librarian Team Leader

Kapi ʻ olani CC Team Kahele Clark, Hawaiian Studies Instructor Porscha dela Fuente, Composition Instructor Annie Thomas, Hawai ʻ i & 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 getting Students to FIND APPOPRIATE SOURCES for their research assignment? □ Very successful □ Successful □ Not really sure □ Not successful Faculty Survey

Student Work

Developing a Rubric OutcomeProficientApproachingNot 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 OutcomeProficientApproachingNot Proficient SLO 4 Evaluate 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?

Student Confidence vs. Student Work Evaluation of Sources

Project Challenges & Weaknesses No control group Small sample size

#6 Planning / Change: What changes are necessary?

Future Steps

Assessment Challenges 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 participants Apply 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 Holmes, C. & Oakleaf, M. (2013). The official (and unofficial) rules for norming rubrics successfully. Journal of Academic Librarianship, 39(6), Oakleaf, M. (2010).Value of academic libraries: A comprehensive research review and report. Chicago, IL: Association of College and Research Libraries. Retrieved from IMAGE CREDITS Confused student: Students in class: Abacus: Accredited: Value of Academic Libraries: Stairway to Heaven: Spiral staircase: Balancing rock:

Mahalo! Annie Thomas, Kapiʻolani Community College For more information about the Assessment in Action Program: