Building Buy-in for Assessment Using the Information Literacy Instruction Assessment Cycle Margaret G. Grotti, Assistant Librarian and Coordinator, Library Instruction, University of Delaware Results Purpose The University of Delaware Library will begin a large-scale project to assess its library instruction services to these classes in the fall 2011 semester. In order to lay the groundwork for collaboration on this project and to ensure its successful implementation, it was apparent that buy-in for assessment must be developed by introducing librarians to best practices which would both enrich teaching as well as build buy-in for an integrated and cyclical approach to assessment. Clinics focused on using the ILIAC to redesign a single class scenario Librarians gained a higher understanding of assessment’s relationship to teaching Lessons learned were extrapolated to encompass multiple levels of assessment beyond a single class Methodology Observation/Pre-Test: In order to determine the extent to which outcomes-based assessment was already occurring in library classrooms, librarians were observed by the Instruction Coordinator throughout the spring 2010 semester. Librarian teaching was scored using a rubric based upon the Association of College and Research Libraries’ Standards for Proficiencies for Instruction Librarians and Coordinators 1. While the observations revealed areas of weakness, particularly regarding formative assessment and use of learning outcomes, they also revealed librarians excelling at one or more aspects of teaching. identify learning outcomes gather data to check learning Clinic 3 Information Literacy Instruction Assessment Cycle enact learning activities create learning activities Clinic 2 30 Librarian One 16 Librarian Two 25 14 20 12 10 15 10 6 4 5 2 0 0 Outcomes / Assessment Communication Pre- Observation Learning Activities Post-Observation Outcomes / Assessment Student Engagement 30 Librarian Three 25 Librarian Four 10 5 Student Engagement 15 10 Learning Activities Post-Observation 20 15 Communication Pre-Observation 25 20 5 0 0 Assessment / use of Communication Pre-Observation outcomes Activities Post-Observation Student Engagement Outcomes / Assessment Communication Pre-Observation Learning Activities Post-Observation Student Engagement These results indicate that while some progress has been made, additional efforts are needed in order to improve teaching performance overall and to move the instruction program to an outcomes-based approach to instruction. review learning goals enact decisions Assessment Buy-In Survey Librarians were asked to use a Likert scale to respond to the following statement : “Assessment is external to classroom teaching. It is done after a lesson or semester to satisfy administrators or accrediting bodies. ” identify learning outcomes interpret data Survey data gathered prior to the teaching clinics shows that librarians were fairly divided in their response to this statement, although a majority of librarians strongly disagreed with this statement, which indicates that a high opinion of integrated assessment was already present. 7 Assessment Opinion Pre-Survey Assessment Opinion Post-Survey 6 number of responses interpret data 18 8 goals Clinic 1 Some positive steps have been made, however. As exhibited in the rubric score comparisons below, classes taught following the teaching clinics have been characterized by additional efforts to engage students. Librarians have also embraced formative assessment and are using focused, in-depth comprehension checks in order to monitor student learning. 30 Intervention: Teaching Clinics: A series of four teaching clinics was designed based upon areas of need identified in the observation phase. Because the goal of the intervention was both to improve teaching practice and to build buy-in for assessment, the Information Literacy Instruction Assessment Cycle 2 was chosen as the guiding conceptual model for the teaching clinics. This model emphasizes the crucial role of assessment within individual instruction sessions, and can easily be extrapolated to illustrate the integration of assessment review enact practice within a series of classes (such as freshman composition classes), and learning within an instructional program as a whole. decisions Clinic 4 Teaching Observations: The results of the teaching observations which were conducted following the teaching clinics have been mixed. A minority of librarians have adopted, or are experimenting with an outcomes-based approach to teaching. Most librarians, however have not significantly altered their teaching practice. gather data to check learning create learning activities enact learning activities 5 number of responses The University of Delaware Library instruction program currently reaches approximately 2, 000 students annually through the freshman composition program, an effort which relies upon a team of 14 reference librarians. 4 3 2 1 0 strongly disagree somewhat agree strongly agree 10 9 8 7 6 5 4 3 2 1 0 strongly disagree somewhat agree strongly agree Librarians responded to the same question following the clinics. The data gathered in the second survey reveals that the clinics were successful in leading librarians to a greater level of buy-in for integrated classroom assessment. Lessons Learned • Librarians had the greatest amount of difficulty in creating learning outcomes. There is confusion in focusing upon broad skills rather than specific tasks. • While it was easy to build buy-in for assessment in my context, improving teaching practice will require numerous, additional efforts. • There was a predictable amount of resistance to this project. This was diffused by enlisting librarians to teach portions of the clinics based upon their areas of expertise, identified in the observation phase. Observation/Post-Test: In order to assess the impact of the clinics on actual teaching practice, librarians were observed a second time in the fall 2010 semester. Teaching performance was scored using the same rubric as in the previous semester. Surveys: In order to gauge the extent to which librarians recognize and support an integrated and cyclical approach to assessment, a one-question survey was administered prior to the teaching clinics. An identical survey was administered after the final teaching clinic to determine how librarians’ opinions on assessment may have been altered by the teaching clinic intervention. References 1. Association of College and Research Libraries. (2000). Standards for proficiencies for instruction librarians and coordinators. Retrieved from http: //www. ala. org/ala/mgrps/divs/acrl/standards/profstandards. cfm Photograph courtesy of David Carrero Fdez-Baillo 2. Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills. Journal of Documentation, 65(4), 539 -560. doi: 10. 1108/00220410910970249
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