Assessment is about Quality AMICAL CONFERENCE – MAY 2008 Ann Ferren, Provost, American University in Bulgaria

Creating a Culture of Evidence ACCREDITATION:  External verification—accountability  Prescriptive criteria  Point in time measure  New requirements include assessment ASSESSMENT:  Internal needs—understand effectiveness  Set own goals—measure what you want  Basis for continuous improvement

How do we define quality? 1. Measure against absolute standard (e.g. benchmarks, ACRL standards) 2. Comparison with others (e.g. peer group measures, IPEDS data) 3. Comparison with self (e.g. track results over time) 4. Value perceived by customer (e.g. students, faculty)

How do we measure quality? 1. Inputs (e.g. SAT scores, size of collection) 2. Process (e.g. teaching evaluation, survey of service quality) 3. Outputs (e.g. graduation rate, number of reference questions answered) 4. Outcomes (e.g. career mobility, advanced research skills)

Why do assessment?  Improvement  Change  Manage resources

Assessment to Support Improvement How can we do what we do better? Services: -easier check-out procedures -on-line renewal Student Learning -web based tutorials -link information training to courses

Assessment to Support Change How can we do what we do differently? Services: -electronic reserves -e-books -coffee shop Student Learning: -student research support center -multi-media lab and instruction

Assessment to Manage Resources How can scarce resources be used more effectively? Services: -track usage of electronic resources -make use of technology to support staff Student Learning: -conduct information literacy training -reallocate space and facilities to group learning and faculty collaboration

The Realistic Assessment Plan What do you want to know and how will it be used? -External vs. Internal -Library Driven vs. Connected to Institutional Assessment What types of evidence do you need? -Objective vs. Perceptual -Representative Sample vs. Complete Data Set How will you gather the data? -Direct vs. Indirect -Quantitative vs. Qualitative How will you analyze and make use of the data?

Innovative Assessment Strategies  Analysis of student’s search log to evaluate effectiveness of strategy  “Beeper report” on student behavior in library  Syllabi analysis to understand faculty involvement and support  Patron shadowing to determine use  Library of the future “vision quest” to develop new services and resources

Improving Student Learning  Make use of what is already known— ”first found-first used,” the “smash and mash generation.”  Involve students and faculty in designing the outcomes measures.  One assessment project done well is worth more than many half done.  Effective assessment is part of the culture of the institution.