Moving from Subjective to Objective Assessments of Your Instruction Program

Abstract

Assessment of academic programs has become a focus and a priority for many campuses, but assessment of library instruction programs provides unique challenges. Without required courses, major standardized tests, or clear objectives, how does an academic library move from student and faculty feedback forms to broader assessments of the instruction program? The Schurz Library has moved from simple subjective feedback forms for students and faculty, to more indepth questionnaires, to development of a list of library research competencies for students, to the development of an objective test of library research competencies for targeted student groups. In this article, Colborn and Cordell discuss the distinction between student evaluation and program assessment; the development of assessment methods for library instruction; and the various steps taken in the writing, testing, revising, and use of an assessment instrument for the Schurz Library instruction program.