Assessment Log - CCS Library Services @ Spokane Community College, 2013-18

Date

Student learning outcomes  assessed

1. Students will identify indicators of authority.

2. Students will recognize that the authority of information is dependent on the information need (the use of the source).

Pre- and Post-Test

Given before and after library instruction

LINK to pre- post-test

[Fall 2017 will see the compiled results of all CCS librarians' Authority assessments. Report forthcoming.]

Flip A: Articles

Flip W: Websites

Samples of student questions were collected, a coding scheme created, and a summary (forthcoming) was written.

It is notable that database questions were largely about the database itself and how to search it, and website questions constituted mostly citation and evaluation questions.

Coded student questions:

• Encyclopedia Article
• Periodical Article
• Website

2015-2016 Flipped Exercise Coding: Summary - draft January 2016

Will include more exploration of the nature of information production, including INFO TIMELINE and Scholarly sources tutorials added to lib. page

Students gain a foundational understanding of the research process and library tools

Flip Part A: Articles Flip W: Websites

- mention in class why reflection is an important part of the research process
- mention in class the difference between GVRL/Credo and PQ/ASC (general vs. narrow content; ref. bks. vs per. articles)
- mention in class that, when evaluating, the amount of information isn't necessarily an indication of a good source

- the question asking whether the source is relevant can be eliminated, since students just say it's relevant because it has my topic

Part A: Encyclopedia & periodical articles

Part B: Website evaluation

This quarter we began to sort student questions into categories which we intend to use to code subsequent assignments. In response to these data we will make appropriate adjustments to our instruction.

Broad categories of questions:

 - Citation (How do I cite this? Couldn’t find the citation in db)

 - Number of search terms (How many should I use? Does quantity matter?)

 - Order of search results in db (why are results ordered in this way?)

 - Date of information (how often is info. in dbs updated?)

 - Content of db (how it this info collected?)

 - Content of resource is insufficient (for my topic)

Address topics in new video tutorial (summer 2016)

 - Address these topics with more emphasis in on-ground classes

Winter 2014-15

pilot of a partially flipped class for ENGL101:

pre-visit research and post-visit website eval.

Part A_(encyc. & periodical)

Part B_website)

Students gain a foundational understanding of the research process and library tools

1-min. paper

(asked which concepts were still unclear after  research instruction)

 - asked what further questions remained after session

- Students feel most unclear about which search terms to use

- How to narrow ProQuest searches

- How to read and use found information feedback link

- give suggested searches

- consider adding videos: UNCG

UW

ENGL 101 worksheet - Feedback/data

comments and data were consistent with past quarters and positive overall

Fall 2014-15

above

 Spring 2013-14

above

on-ground: worksheet & feedback form

_______

online: Canvas quizzes & online feedback form

 Winter 2013-14

above 

on-ground: worksheet & feedback form

_______

online: Canvas quizzes & online feedback form

This quarter, we tried a slightly different Web site evaluation question in two on-ground sections. Responses to the question indicated that the students more clearly understood what was being asked of them in terms of identifying credibility criteria, but they still struggled with naming two reasons why an information creator might be an expert. All in all, it didn't help a great deal to change this question, and it restricted students from selecting a Web site of their choice to evaluate.

_______

An insignificant number of online 101 students replied to the online feedback survey.

Anecdotal reports from online faculty indicate that students are able to work through the Canvas modules without difficulty, and benefit from the lessons.

The Web site evaluation question will be changed back to its original form where students make their own site selection.

_______

Advice from the new eLearning librarian will be sought on how to get student feedback about the online ENGL101 orientation.

We will also consult with ENGL101 faculty during our annual liaison meeting.

Report and data

____

Report and data for online ENGL101 sections (draft)

Fall 2013-14

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on-ground: Worksheet & feedback form

-------------

online: 4-quizzes in Canvas & online feedback form

Since our standardized ENGL101 programming began in 2009, we have been collecting worksheet and post-test survey data. In response to student and faculty feedback we have made gradual changes to our information literacy instruction sessions and the worksheet. In particular, the section of the worksheet which asks students to evaluate the credibility of a website has changed to better prompt students to think critically about the website they are evaluating.

The bulk of student and faculty feedback has been positive and has not indicated great change.

Per faculty request we have created a version of this orientation for online ENGL101 students, and in 2013 will be including the formative assessment survey for online students.

We ask students to report the amount of change in comfort level they experienced using SCC Library resources before and after the orientation. The distribution of amount of change is consistent over the years, with most students reporting an increase of 1 to 3 points on a 5 point scale, and fewer reporting a change of 0 or 5 points.

Integrate use of PRIMO one-search tool

Look for ways to collect data from online students

Consider a similar ENGL99 online orientation

Description

Student learning outcomes assessed

Assessment activity

Winter 2018

Emphasize:

---1-to-1 help ---guests/grads: free use

----not all is free online ----students are very intrigued by VR, LoT, and special services from public library (genealogy, magazines, workshops)

stud

4 sections surveyed 35 students

Trade Journals Project

In several sections of APLED 121 (Malcolm, Carlson, Myers) we added a component about the authority of information sources. 38 students filled out the post-survey.

[In 2 sections, the joint CCS Libraries AUTHORITY assessment was given.]

Students will:

1. be able to accurately identify select characteristics of trade journals

2. Be aware that the library is a place which provides resources for lifelong learning and enrichment.

ALSO:

3. Be able to identify select indicators of the AUTHORITY of information sources

PLUS_2_REFLECTIONS:

A. Remaining questions?

B. What did you learn?

1. Students will identify indicators of authority.

2. Students will recognize that the authority of information is dependent on the information need (the use of the source).

Pre- and Post-Test

Given before and after library instruction

LINK to pre- post-test

 Results report of Janine's preliminary findings from this portion of joint pilot with SFCC and other SCC librarians.

Fall 2016

Trade Journals Project

Pre- and Post-surveys

(Malcolm)

 (as given above)

We saw improvement in the students’ understanding of what trade journals are, what kind of information can be found in trade journals, and how to find trade journals.

See linked report

Pre-survey

link to copy of print survey

link to delete

Pre-Survey (Paper)

(We intended to give identical survey as post-test)

Not all students were familiar with the full range of services/resources available to them and their families at their libraries.  While many did respond to the survey by identifying the library as a place where they can go for information, some did not and were surprised to learn about the range of beneficial resources.

Students were likely biased by knowledge that this was a library instruction visit. We want to try to give survey before library session when we are not present.

It didn’t make sense to give the post- so soon after the pre- (seemed burdensome on student & unlikely to yield authentic responses.) Possible, we could give post several days after pre- or near end of ¼ or program.

Automotive Tech. cohort

17 students

(Student names were given in WASSAIL)

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Pre- and Post-survey & feedback question

(PPLT updated to reflect program offering changes)

During our meeting, APLED121 faculty expressed a desire to make the in-class worksheet a graded assignment in order to incentivize students to use it.

88 student respondents total; responses remained consistent with past findings.

During Spring 2014, some faculty will experiment with collecting the worksheet, and giving students a grade for simply completing it.

Suggestions for next year:

Adopt a naming convention for the annual WASSAIL surveys and data.

When coding paper surveys, input a control number so we can match paper surveys to their data record for quality control checks.

nac

JO

In general, students improved in demonstrating their knowledge of trade journals and how to find them. 

Most students indicated confusion about the type of information which can be found in a trade journal, and most were unable to identify a professional association or specific journal in their field.

Sample sizes were smaller than in the past. We will need to consult with APLED instructors to learn the cause.

Because faculty participation is waning, we might want to consider offering another IL activity. We will consult with APLED faculty and make changes accordingly.

Need to update PPT to reflect program changes.

nac

JO

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Pre- and Post-survey & feedback question

(2014 example)

The librarians periodically generate reports of student responses on the pre- and post-test assessments for APLED121.

Because this project is relatively new, this assessment data has been crucial in informing change to both our instruction and to our assessment tool. [As an example, a detailed report (from Fall 2012-13) of assessment findings, analysis, and indicated changes is included in the full report.]

Emphasizing and clarifying what a trade journal is, and what it is not; (students were mistaking any written media, like a book or a work log, to be a trade journal)

Using more visual aids to teach

Shortening the librarian led research activity in place of greater emphasis on the writing assignment itself

Lengthening hands-on time

Increasing one-on-one tutoring by adding an additional librarian to the instruction during hands-on time when feasible

.