THE UNIVERSITY OF TEXAS AT AUSTIN
School of Information
Reference Librarian Interview: Evaluation
5=excellent; 4=very good; 3=good; 2=weak; 1=poor; 0=no credit
Student Name:
Team Members’ Name(s):
Interviewee:
Date:
Your Score: 150HIGH MIDDLE LOW TOTAL
5 4 3
2 1 0
I. EVALUATION OF INTERVIEW CONTENT:
A. Is each interview question provided as content in the
outline? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
B. Are questions related to reference? . . . . . . . . . . . . . . . . _____ _____ _____
C. Does the interview provide broad, thorough coverage
of reference? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
D. Do questions follow a funneling approach: general to
specific, non-threatening to threatening . . . . . . . . . . . . . _____ _____ _____
E. Are probes employed when appropriate? . . . . . . . . . . . _____ _____ _____
F. Are open-ended questions used? . . . . . . . . . . . . . . . . . . _____ _____ _____
G. Do questions address key areas? . . . . . . . . . . . . . . . . . . _____ _____ _____
H. Is an adequate introduction provided? (Deduct: 10
points if not provided) . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
I. Is an adequate closure provided? (Deduct: 10 points
if not provided) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
J. Is a conclusion provided? (Deduct: 10 points if not
provided) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
K. Is the interview outline well written? . . . . . . . . . . . . . . . _____ _____ _____
II. EVALUATION OF OUTLINE:
A. Is the outline of sufficient length? (at least 2 pages and
no more than 5 pages, at least 150 words/page).
(Deduct: 30 points for each page lacking.) . . . . . . . . . . _____ _____ _____
B. Is the outline sufficiently detailed? . . . . . . . . . . . . . . . . . _____ _____ _____
C. Does the outline format follow a uniform style
(e.g., I, A, 1, a)? (Deduct: 1 point for each nonhierarchical line.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
D.
E.
F.
G.
H.
A typical outline style calls for listing content in levels,
with roman numerals (e.g., I, II) demarcating the highest
level, followed by capital letters (e.g., A, B), then numbers
(e.g., 1, 2), and lower case letters (e.g., a, b). Each line of
text in your outline should be no more than one sentence
of content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
Is the information provided as an outline rather than
as a narrative? (Deduct: -1.0 for each narrative
sentence.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
Does the student avoid run-on sentences, such as
those using semi-colons to connect two or more
concepts? (Deduct: -1.0 for each run-on
sentence. ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____
Is there a cover sheet attached to the outline?
(Deduct 10 points if missing) . . . . . . . . . . . . . . . . . . . _____ _____ _____
Is the cover sheet unnumbered? . . . . . . . . . . . . . . . . _____ _____ _____
Are abbreviations and acronyms explained when
needed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _____ _____ _____