Abstract
A formative program evaluation using Stufflebeam's (2010) Context, Input, Process, Product (CIPP) model was conducted to assess the use of digital badges for tracking basic library instructional skills across academic programs at Nova Southeastern University. Based on the evaluation of pilot library modules and Blackboard Learn's badges achievement tool conducted in the fall of 2013, recommendations were made for changes to the rollout plans for 2014. This report of the findings discusses how the context, input, process, product, impact, effectiveness, sustainability, and transportability criteria used in making the recommended changes in the library instructional module identified problems in the program and permitted course corrections to the plan before the program was fully implemented.
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