1. Swiss Army Assessment Diana Hartle, Amy Watts University of Georgia Assorted Tools for Evaluating Instruction

2. Measure twice, cut once Who or what is being assessed? Why is the assessment happening? What do you hope to do with your findings? Also remember (as if you could forget) your budget, time, and technology constraints.

3. Paper or Plastic? How are you going to do your assessment? Methodology – quantitative or qualitative? What’s your yardstick? Collection – Paper? Computerized? Other technology?

4. For every job, there is a perfect tool Don’t reinvent the wheel Do a literature search in library literature. Web search for other libraries’ initiatives Trawl the listservs – if you’ve already searched the archives and nothing’s there, ask! Consult colleagues at your own library and other libraries.

5. Case Study 1: Peer Observation Who is being assessed? Teaching librarians Why is the assessment happening? Continuing professional development What will be done with findings? Individual librarians can make improvements/adjustments to teaching methods

6. Case Study 1: Peer Observation (Continued) Methodology: qualitative Measurement: None. This is a descriptive process. Collection method: Written

7. Case Study 1: Peer Observation (Continued) Developing the tool; what have others done? Evolution of Peer Evaluation of Library Instruction at Oregon State University Libraries, Appendix A: IS Instruction & Training Checklist for ObservationsEvolution of Peer Evaluation of Library Instruction at Oregon State University Libraries, Appendix A: IS Instruction & Training Checklist for Observations Data Gathering Tools Suggestions for Working with Your Peer Coach Classroom Observation Worksheet Peer Teaching: How to Get Started Tailoring to our own needs Peer Observation Guidelines we developed

8. Case Study 2: WebCT Quiz Who or what is being assessed? Information literacy and library skills of students in introductory level classes; librarians who teach those sessions Why is the assessment happening? Directive from library administration What do you hope to do with your findings? Demonstrate effectiveness and importance of library instruction; improve teaching in these sessions

9. Case study 2: WebCT Quiz (Continued) Methodology: mix of qualitative and quantitative Measurement: Percentage of questions answered correctly Collection: Multiple choice/short answer online quiz delivered via course management software

10. Case study 2: WebCT Quiz (Continued) Developing tool Committee formed Literature review conducted Examined samples from other initiatives Consulted ARCL Standards for Information Literacy http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm Vetted through colleagues

15. What else have we put in our toolbox? Instruction Assessment SurveyMonkey quiz for UNIV classes (Nadine Cohen) tinyurl.com/7kek7/tinyurl.com/7kek7/ tinyurl.com/qguh6/ tinyurl.com/qguh6/ Half-sheet written evaluation for introductory science classes (Monica Pereira) www.libs.uga.edu/ref/evalform.pdf www.libs.uga.edu/ref/evalform.pdf Clear/muddy cards (Laura Shedenhelm)

16. Our colleagues’ toolboxes Other assessment initiatives at UGA Libraries LibQual – Survey developed by ARL to assess and improve service in the Libraries. Focus groups for website usability SLC use of building (focus groups & surveys) Science Library User Satisfaction Survey Collection Development faculty needs survey Library Faculty Job Satisfaction Survey http://dataserv.libs.uga.edu/assessment/activities.html

17. Go get your fingernails dirty Assessment doesn’t have to be painful. Assessment for assessment’s sake will never be fun. But if you go into it with a clear expectation of how you will use your results, everything else will fall into place. Good luck, and sharp tools are safe tools.