Assessment in Action

Georgia College and State University: Project Description

Page 1


Primary Outcome Examined (select one or more)

Student Learning: Assignment

(No) Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

(No) Student Engagement

(No) Student Success

(No) Academic Intimacy/Rapport

(No) Enrollment

(No) Retention

(No) Completion

(No) Graduation

(No) Articulation

(No) Graduates' Career Success

(No) Testing (e.g., GRE, MCAT, LSAT, CAAP, CLA, MAPP)

(No) Other (please describe)

Primary Library Factor Examined (select one or more)


(No) Instruction: Games

(No) Instruction: One Shot

(No) Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

(No) Reference

(No) Educational Role (other than reference or instruction)

(No) Space, Physical

(No) Discovery (library resources integrated in institutional web and other information portals)

(No) Discovery (library resource guides)

(No) Discovery (from preferred user starting points)

(No) Collections (quality, depth, diversity, format or currency)

(No) Personnel (number and quality)

(No) Other (please describe)

Student Population (select one or more)

(No) Undergraduate

(No) Graduate

(No) Incoming

(No) Graduating

(No) Pre-College/Developmental/Basic Skills

(No) Other (please describe)

Discipline (select one or more)

(No) Arts

(No) Humanities

(No) Social Sciences

(No) Natural Sciences (i.e., space, earth, life, chemistry or physics)

(No) Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)

(No) Professions/Applied Sciences

English Composition

(No) General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

(No) Other (please describe)

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Methods and Tools (select one or more)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test


(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

Research Paper/Project

(No) Class Assignment (other than research paper/project)

(No) Other (please describe)

Indirect Data Type (select one or more)

Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

(No) Other (please describe)

Page 3

Executive Summary (150 words open)

  • How does the project align with your institution’s priorities and needs?
  • Why did you choose the outcome and library factor as areas to examine?
  • Why was the team composition appropriate?

  1. One of our university's core outcomes focuses on critical thinking, with an emphasis on students' ability to use appropriate tools to implement effective search strategies and to evaluate sources for relevance, authority, and format. ENG 1101, the target course for this project is one of the core courses where this outcome is assessed. The library was uniquely poised to contribute to this outcome, as it had a long-standing relationship with the First Year English Program.

    The team's composition was appropriate because it represented the perspectives of multiple stakeholders. Although we were all working in different areas of the university, we shared a common interest in better assessing student learning outcomes. Participation in this program provided an opportunity to highlight that common interest.

  • What are the significant contributions of your project?
  • What was learned about assessing the library’s impact on student learning and success?
  • What was learned about creating or contributing to a culture of assessment on campus?
  • What, if any, are the significant findings of your project?

  1. Although the results of this project did not lead to clear results, it provided an opportunity for us to learn much about assessing the library's impact on student learning and success. Through our experience we gained first hand knowledge into some of the challenges that can be encountered when attempting to engage in assessment work. We also learned to appreciate the needs and perspectives of different stakeholders as it relates to assessment. This information will be beneficial to us in packaging our message as we attempt to engage in further assessment work within the library and on campus.

  • What will you change as a result of what you learned (– e.g., institutional activities, library functions or practices, personal/professional practice, other)?
  • How does this project contribute to current, past, or future assessment activities on your campus?

  1. Internally, we plan to move toward more standardized information literacy assessment tools, which we expect to strengthen our ability to draw conclusions from the collected data. We also anticipate shifting towards instructional delivery methods that will allow us to still capture useful, actionable data, but also accommodate different learning styles, as well as the differences in course activities. Our hope is that we can build better relationships between the library and instructors and highlight the contribution of information literacy instruction on student performance.

    This project contributed to our past assessment activities by attempting our well-established framework of assessing students' library skills in the instruction class room to student performance in the regular classroom. It allowed us to bridge the gap between assessing student performance on our standard library quiz and the assessment that takes place in the actual classroom. Additionally, it provided us with an example of what is possible when librarians, instructors and other campus stakeholders unite to work towards common goals.

Please list any articles published, presentations given, URL of project website, and team leader contact details.

  1. Shaundra Walker
    Ina Dillard Russell Library
    CBX 043
    Milledgeville, GA 31061