1. Collecting meaningful feedback on information literacy training
Results of a project to evaluate feedback methods
Zoe Thomas, Assistant Librarian
LSHTM

2. Review of teaching – and evaluation
CC0. Pixabay.
2016/17 a review of information skills teaching included a review of teaching evaluation
The aim of this project was to trial alternative methods of feedback collection to evaluate their effectiveness and recommend feedback methods.

3. What is being evaluated?
1,160 London based students, 3,274 distance learning students
Teaching delivered face-to-face as part of modules, and online via Moodle (VLE) for distance learners
Feedback on information skills teaching has been collected since 2013/14
Print A4 survey, at the end of each session, completed by hand
Input into MS Access database, report produced each year
1,160 London based students, 3,274 distance learning students
Teaching delivered face-to-face as part of modules, and online via Moodle (VLE) for distance learners
Feedback on information skills teaching has been collected since 2013/14
Print A4 survey, at the end of each session, completed by hand
CC0. Pixabay.

4. Why evaluate our teaching?
CC0. Pixabay.
have attendees acquired the skills to meet the learning objectives?
do attendees feel more confident in their skills as a result of training?
do attendees use the skills acquired in the training in their literature searching?
have attendees’ skills improved as a result of training?

5. Feedback methods

6. Which methods did we test?
Delay
Classes
Online survey using student bookings system
24 hours
Foundation 1
Online survey using Bristol Online Surveys
In session
IID, IDAC, DH
1 week
PHEC, HPPF
Online polling using Mentimeter/PollEverywhere
FRH
Print confidence rating question
Travel Medicine
Print One Minute Paper
Foundation 2
Print survey
GMH, DrPH
In students’ own time*
Distance Learning Group 1
Comment and votes using Tricider (snowball-ish)
Distance Learning Group 2
*Feedback was open throughout the online course, students were notified on Moodle and at the end of the course that they could submit feedback

7. What were the results? Approaching other DL courses Advanced module
Face to face to flipped?
CC0. Pixabay.

8. Overall response rates for each survey method
*Online feedback using the student bookings system was only requested with a 24 hour delay
**Online feedback using the Bristol Online Surveys tool includes feedback collected with a 1 week delay. If only in session Bristol Online Surveys are averaged, the response rate is 68%. All other feedback methods were administered in the session.

9. How easy was it to collect responses?
Ease of analysis
How easy was it to collect responses?
How easy was it to input the data?
How easy was it to analyse the data?
Online surveys and short surveys (print and online) were better for ease of collection and input.
Online surveys were better for data analysis.
Deckchairs at the beach. Sharlon Garland. CC BY. Flickr.

10. Implementing the new system of evaluation

11. Implementing the new system of evaluation
3 versions of a feedback questionnaire:
Online Evaluation Form (lshtm.onlinesurveys.ac.uk)
Print Survey
PollEverywhere feedback slides
New document including recommendations for use of each survey.

12. Online evaluation form
Public URL
Best to use
If attendees have internet access in class
If you can them after the class to complete a form
For quick input or analysis of responses after the class

13. Online evaluation form results

14. Print survey Useful if:
attendees have no internet access during the class
you do not have addresses of attendees
you have time to input/analyse responses after the class

15. PollEverywhere feedback slides
Useful if
you are using powerpoint
attendees have internet access in class
feedback is required as part of class discussion

16. Next steps
How has the feedback been this year? What kind of information can we get? How can this be used to improve teaching?
graffiti podium by Fair (Pau Sampera) CC BY NC. Flickr.

17. Thank you by Rachel Patterson. CC BY-NC-ND. Flickr. https://flic

18. Appendix 1: methods of feedback collection
Short-term/immediate feedback Written or online feedback questionnaire at the end of the class One minute paper: What is the most important thing you learned during this session? What is uppermost in your mind now at the end of the session? Plus/delta feedback form: What do you now understand as a result of the session (+) What do you still have questions about (Δ) These are passed around, and students can comment on each other’s comments Reflective triads/discussion groups at the end of sessions 'Snowball' evaluation Ask students to make one positive and one negative statement about the class, place these on the board or pass them round, and ask students to vote on the ones that they agree with Muddiest point: ask students what is still unclear after the session Action plan: ask students to state what activity they will complete as a result of the class/or what they will do differently in their research now
also by temptationize CC BY ND. Flickr.

19. Bibliography
Frutchey, Jim. "Utilizing Google Docs as an Assessment Tool for Academic Reference Librarians." Journal of Library Innovation 3.1 (2012): Print.
Gerwitz, Sarah. "Evaluating an Instruction Program with Various Assessment Measures." 42 (2014): Print.
Light, Greg, and Roy Cox. Learning & Teaching in Higher Education. United Kingdom: Sage Publications Ltd, Print.
Meredith, William, and Jessica Mussell. "Amazed, Appreciative, or Ambivalent? Student and Faculty Perceptions of Librarians Embedded in Online Courses." Internet Reference Services Quarterly (2014): Print.
Nichols, James, Barbara Shaffer, and Karen Shockey. "Changing the Face of Instruction: Is Online of in-Class More Effective?": American Library Association, Vol. 64. Print.
van Helvoort, A. A. J. "How Adult Students in Information Studies Use a Scoring Rubric for the Development of Their Information Literacy Skills." Journal of Academic Librarianship 38.3 (2012): Print.
Willson, Rebekah. "Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?" Evidence Based Library & Information Practice 7.4 (2012): Print.
also by temptationize CC BY ND. Flickr.