Assessment in Action

Elizabethtown College: Project Description

Page 1


Primary Outcome Examined (select one or more)

(No) 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)

Other (please describe)

student learning: lesson plans of education majors

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) 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

(No) English Composition

(No) General Education

(No) Information Literacy Credit Course

Other (please describe)


AiA Team Members (select one or more)

(No) Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

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) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test


(No) Other (please describe)

Direct Data Type (select one or more)

Student Portfolio

(No) Research Paper/Project

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

Other (please describe)

lesson plan

Indirect Data Type (select one or more)

(No) 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. An instructional technologist with a background in education and assessment, along with education faculty and librarians collaborated to explore the following inquiry question: How do education majors apply standard 3 of the ACRL information literacy standards to meet Domain 1 of Danielson’s Four Domains of Professional Practice in the creation of their lesson plans? After mapping these standards and creating a rubric to assess lesson plans, the AiA team scored lesson plans of recent college alums found in public e-portfolios and developed a survey sent to all senior education majors. Elizabethtown College encourages faculty to utilize e-portfolio software (Digication) to showcase “real-world learning,” one of the college’s strategic goals.
    By tying institutional goals to departmental and library goals we have the opportunity to enhance student success and demonstrate the library’s value to the curriculum.

  • 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. Connecting our assessment project with a specific department on campus made for a meaningful project and encourages campus partnerships. Analyzing data from lesson plans and rubrics shows that both the education department and library have room for growth. Specifically, lesson plans are weak with regard to the number of sources used. 50% of survey respondents answered that they “never” use the library’s databases in preparing a lesson plan, and students do not see a correlation between library instruction and lesson plan creation. On a positive note, students responded that they “always” use curriculum standards when designing lesson plans. Realizing that assessment is an ongoing process, librarians and education faculty plan to collaborate in the future to enhance the instruction education majors receive, which in turn will hopefully improve the quality of lesson plans. Future assessment will help us measure this application.

  • 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. As a result of the project, the AiA team has identified several next steps. In the fall, librarians plan to meet with the education faculty to ascertain how the education instruction that various concentrations receive differs (this likely impacts lesson plan creation). During this meeting, librarians will solicit content ideas for information literacy modules designed specifically for education students. Librarians also plan to discuss and gauge interest in an embedded information literacy program. Collaborating with education faculty, librarians will develop citation content to include in the student teaching manual. Once these initiatives are in place, we will assess their impact on lesson plan creation. We then hope to showcase this project during a faculty assembly meeting to see if other academic departments would like to embark on an assessment project uniquely designed to fit their curriculum needs.

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

  1. AiA LibGuide:

    Team Leader: Elizabeth Young Miller, Head of Readers' Services (

    Alternate Contact: Linda Macaulay, Instructional Technologist (

Learning from Lesson Plans and Information Literacy: How the Two Can Work Together to Benefit Students

Learn how Elizabethtown College Library collaborated with the education department and IT to explore how education majors use information literacy skills to create lesson plans as part of their portfolios. Mapping education and information literacy standards, the Assessment in Action (AiA) team created a lesson plan rubric and designed a survey targeted to education seniors. Based on data analysis, hear the proposed next steps the AiA team plans to take.