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Library Instruction Assessment Project Spring 2003 Patty Cloud ReferenceCoordinator of Instructional

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HIST 111 The world to 1500. LIBS 201B-17 Writing social justice social sciences ... Highest average scores: POS 340, HIST 111, BIO 150 ... – PowerPoint PPT presentation

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Title: Library Instruction Assessment Project Spring 2003 Patty Cloud ReferenceCoordinator of Instructional


1
Library Instruction Assessment ProjectSpring
2003Patty CloudReference/Coordinator of
Instructional Programming
2
Project Overview
  • Number of students who participated 175
  • Number of classes participating 13
  • 5- item pre-test, 5 item post-test
  • Questions taken from TILT (Texas Information
    Literacy Tutorial)

3
Classes Participating/Spring 2003
  • BGS
  • BGS 201-L12 Pro Seminar in Critical Skills
  • BGS 201-10 Pro Seminar in Critical Skills
  • BGS 302-10 Methods of Critical Reasoning
  • UNDERGRADUATE
  • BIO 150 Science as a way of knowing
  • ENG 102-05 Argument, analysis and research
  • HIST 111 The world to 1500
  • LIBS 201B-17 Writing social justice social
    sciences
  • POS 340 The Presidency
  • GRADUATE
  • PADM 406-10 Research and evaluation methods
  • PSYC 389 Seminar Personality research
  • PROFESSIONAL
  • TRDV 434-17 Methods of research for trainers
  • CHS 425-10 Research Current Counseling Issues
  • HOSM 290 Methods and Research in Hospitality
    Management

4
Pre-test and post-test
  • Two quizzes were made available on
    http//library.roosevelt.edu/instruction/ in php
    format
  • Results were written to mySql database on our
    remote UNIX server
  • Results were downloaded from remote server and
    analyzed using MS Access

5
Test content
  • Test content was taken directly from the quizzes
    used in the TILT (Texas Information Literacy
    Tutorial) which is being used at RU
  • No direct comparison between test results for
    this project and results saved to the TILT
    database can be made as TILT is currently set up
    comparison will be possible with rollout of the
    revised version of TILT (scheduled Fall 2003)

6
Project goals
  • Gain experience in administration of assessment
    instrument
  • Gauge impact of administration on the instruction
    experience
  • Prepare for possible adoption of national
    standards based assessment tools (e.g. SAILS)
  • Gather quantitative data on learning outcomes

7
Gain experience in administration of assessment
instrument
  • Three librarians participated
  • Tests had to be readily available on browsers
  • Instructions can be improved / some results were
    lost
  • Tests should be refined / javascript validators
    should be used
  • A variety of problems with the post test results
    (data capture, id matches, question wording)

8
Gauge impact of administration on instruction
experience
  • Administration required changing instruction
    patterns use of workstations, distribution of
    materials, taking 5 minutes at start and end of
    session
  • High level of faculty consultation required
  • Test content influences instruction content
  • Faculty response was universally positive and
    interested
  • Changing process contributes to stress

9
Prepare for possible adoption of national
standards based assessment tools (e.g. SAILS)
  • National or proprietary systems will require web
    administration, database connectivity, reporting
    abilities, as this project has
  • All the process changes weve experienced with
    this project will probably be required if we
    adopt a national or proprietary assessment

10
Gather quantitative data on learning outcomes
  • No real useable data from the post-test
  • Pretest results allow us to look at the level of
    preparation our students bring to the instruction
    session, across programs, schools and classes

11
Question 1
  • Question One Imagine you have an assignment to
    write a paper based on scholarly information.
    Which would be the most appropriate sources to
    use? (Choose two.)
  • journalmagazinenewspaperperiodical
    indexweb

12
Question 2
  • Question Two Why would you use a periodical
    index?
  • To check your emailTo surf the webTo find
    citations to magazines or journalsTo see which
    magazines your library owns

13
Question 3
  • Question Three How can you tell you are looking
    at a popular magazine? (Choose two.)
  • The articles are written for the general
    public
  • The articles are in-depth and usually include
    a bibliographyThey include lots of
    photographsThere are few if any
    advertisementsThey are usually published
    quarterly (4 times a year)

14
Question 4
  • Question Four Some magazines contain in-depth
    articles which may be good sources for research
    papers.
  • TrueFalse

15
Question 5
  • Question Five Who publishes information on the
    Web? (Choose all that apply.)
  • StudentsFacultyPeople in foreign
    countriesLibrariesGovernment
    agenciesUniversitiesCompaniesNon-profit
    organizations

16
Distribution of scores across all
Y axis is the frequency of the score
For example, the POS 340 class had 9 people who
scored 90 or above on the test
The x axis is total percent correct
17
For 3 BGS Classes
18
DistributionUndergraduate classes
19
Distribution for professional programs
20
Graduate classes
21
Comparison of the shape of score distribution
across programs
Undergraduate
BGS
Graduate
Professional
22
Classes ranked by average score
Highest average scores POS 340, HIST 111, BIO 150
Low average scores BGS, ENG 102
In the middle graduate, professional and LIBS 201
23
Analysis by question
  • Question One Imagine you have an assignment to
    write a paper based on scholarly information.
    Which would be the most appropriate sources to
    use? (Choose two.)
  • journalmagazinenewspaperperiodical
    indexweb

24
Question 2
  • Question Two Why would you use a periodical
    index?
  • To check your emailTo surf the webTo find
    citations to magazines or journalsTo see which
  • magazines your library owns

25
Question 3
  • Question Three How can you tell you are looking
    at a popular magazine? (Choose two.)
  • The articles are written for the general
    publicThe articles are in-depth and usually
    include a bibliographyThey include lots of
    photographsThere are few if any
    advertisementsThey are usually published
    quarterly (4 times a year)

26
Question 4
  • Question Four Some magazines contain in-depth
    articles which may be good sources for research
    papers.
  • TrueFalse

27
Question 5
  • Question Five Who publishes information on the
    Web? (Choose all that apply.)
  • StudentsFacultyPeople in foreign
    countriesLibrariesGovernment
    agenciesUniversitiesCompaniesNon-profit
    organizations

28
Questions 1-5
29
Some observations
  • A significant majority of students across all
    programs scored 70 or better on the pretest
  • Comparative numbers of low scorers in both the
    BGS and undergraduate classes may be the result
    of sample size, though BGS appears to be
    bi-modal
  • Shape of distribution of scores is roughly
    similar across programs

30
Next steps
  • Refine the instrument
  • Evaluate influence of test content on instruction
    content
  • Get automatic capture of quiz data from
    TILT.Version2
  • Consider carefully in anticipation of a wider
    rollout sometime in the (perhaps not too distant)
    future
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