Assessment in Action:
A Community of Practice
Annie Thomas
Kapiʻolani 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: http://acrl.org/value
To Improve Student Learning
Community of Practice
Longitudinal
Information Literacy
Pre & Post Surveys
Focus Groups
Shana Higgins
Librarian Team Leader
library.redlands.edu/assess
Twitter & Student Engagement
Brian Rossman
Librarian Team Leader
Library Use =
Student Success?
Surveys
GPA Data
Lorraine Heffernan
Librarian Team Leader
Kapiʻolani CC Team
Kahele Clark, Hawaiian Studies Instructor
Porscha dela Fuente, Composition Instructor
Annie Thomas, Hawaiʻi & 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?
#1 Outcomes:
How are students changed as a
result of our efforts?
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?
Student Survey
Following the library workshop,
I am now more confident that I can
find appropriate sources for my research assignment:
□ Yes
□ Somewhat
□ Not Really
Faculty 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
Student Work
Developing a Rubric
Outcome
SLO 4
Evaluate
sources
Students will evaluate a source
based on authority and point
of view of the author. (Quests
3 & 4)
Proficient
Evaluation/reflection on
the author and references
of 2 sources.
Approaching
Evaluation/reflection on
the author and
references of 1 source.
Not Proficient
Did not evaluate/reflect
on author & references of
any source.
Developing a Rubric
SLO 4
Evaluate
sources
Outcome
Proficient
Approaching
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.
Quality vs. Quantity
Not Proficient
Did not evaluate/reflect
on author & references of
any source.
Norming
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.
#5 Results & Analysis:
What can we learn
from the data?
Student Confidence vs. Student Work
Survey
86%
Worksheet
20%
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
BENEFITS
 Learn about assessment
 Create a network of librarians
 Develop campus partners
 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 http://www.ala.org/acrl/AiA
Holmes, C. & Oakleaf, M. (2013). The official (and unofficial) rules for norming rubrics
successfully. Journal of Academic Librarianship, 39(6), 599-602.
Oakleaf, M. (2010).Value of academic libraries: A comprehensive research review and report.
Chicago, IL: Association of College and Research Libraries. Retrieved from
http://www.acrl.ala.org/value
IMAGE CREDITS
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Confused student: https://flic.kr/p/cEJMpW
Students in class: http://commons.wikimedia.org/wiki/File:Student_in_Class_(3618969705).jpg
Abacus: https://flic.kr/p/6McqyJ
Accredited: http://www.continuetolearn.uiowa.edu/images/pagegraphics/Accreditation_page.jpg
Value of Academic Libraries: https://flic.kr/p/8AGiW8
Stairway to Heaven: https://flic.kr/p/9cUe3g
Spiral staircase: https://flic.kr/p/5dopRY
Balancing rock: https://flic.kr/p/7TTEZD
Mahalo!
Annie Thomas, Kapiʻolani Community College
athomas@hawaii.edu
For more information about the
Assessment in Action Program:
http://www.ala.org/acrl/AiA