Bober, Christopher, Sonia Poulin and Luigina Vileno. "Evaluating library instruction in academic libraries: a critical review of the literature, 1980-1993." Library Instruction Revisisted: Bibliographic Instructions Comes of Age. Ed. L.M. Martin. New York, Haworth Press, 1995. 53-71. [originally published in The Reference Librarian 51-52 (1995)]

Article examines literature on the evaluation of library instruction in academic libraries from 1980 to 1993. Focuses on four main issues: why evaluation is occurring; how much evaluation is happening; what is being evaluated; and which evaluation methods are being utilized. Conclusion is that very little systematic evaluation with formal methodologies is occurring; reasons why are explored as well.

Colborn, Nancy Wootton and Rosanne M. Cordell. "Moving from Subjective to Objective Assessments of Your Instruction Program." Reference Services Review 26.3-4 (1998): 125-137.

Colborn and Cordell discuss the need to move from a "formative evaluation" which measures the quality of instruction to a "summative evaluation" which measures what students have actually learned from the instruction. The authors, librarians at Indiana University South Bend, trace their efforts to make assessment more objective. They administered a pre- and post-test to freshmen composition students to determine what they had learned. Analysis of the data showed no significant difference. Suggested possibilities for this include: attitudes of the students, effectiveness of the tests, design of the instruction, and changing focus of the class. Undaunted, the authors posit where they may go from here: making the instruction assessment a requirement of the general education competencies; using collaborative teaching with librarians and faculty to track students' learning more effectively; and changing the procedures of testing to track more precisely, use samples, and give incentives. Appendixes include the library instruction guidelines for freshmen composition and the pre- and post-tests.

Cook, Kim N., Lilith R. Kunkel and Susan M. Weaver. “Cooperative Learning in Bibliographic Instruction.” Research Strategies 13.1 (1995): 17-25.

Discusses the use of cooperative learning techniques in BI and compares them to the more traditional lecture-style BI session. A research study was conducted in order to determine the effectiveness of instruction for the two difference approaches. Tables present the questions used in the student evaluation forms, as well as the survey results.

Fenske, Rachel and Ann Roselle. "Proving the Efficacy of Library Instruction Evaluation." Research Strategies 16.3 (1998): 175-185.

Describes improvements made to the traditional one-shot BI in English Composition due to evaluation. Librarians at Eastern Washington University administered a tiered survey to students in English Composition, giving them an evaluation the day after the session, giving the teaching assistants an evaluation, and then giving a post-assignment evaluation to students approximately two weeks after the library instruction session. The results of the survey gave librarians data to take to the English department, allowing them to increase the sessions from one to two meetings, get greater participation on a pre-library assignment, and add a hands-on component to the second session. Surveys were readministered in the next quarter after modifications had been made, and the results showed significant overall improvement.

Hernon, Peter, ed. The Journal of Academic Librarianship 28.1-2 (2002): 1-92.

Nearly the entire issue is devoted to outcomes assessment in libraries. Ten articles examine regional accreditation principles and practices; assessment plans on student learning; a California State University information literacy project; utilization of outcomes assessment results; assessment of online education; how technology aids and changes assessment of libraries; and outcome assessment terms and ideas.

Hernon, Peter and Robert E. Dugan. An Action Plan for Outcomes Assessment in your Library. Chicago: American Library Association, 2002.

Book offers practical and theoretical information on utilizing outcomes assessment in academic and public libraries. It reviews regional accreditation policies for higher education; provides examples of assessment in colleges and universities; and assistance of planning, developing and implementing an assessment plan. In terms of library instruction, chapters cover the measuring of student learning outcomes, information literacy assessment efforts and the research process.

Iannuzzi, Patricia. "We Are Teaching, But Are They Learning: Accountability, Productivity, and Assessment." The Journal of Academic Librarianship 25.4 (1999): 304-305.

The author discusses the difficulty of assessing student learning in academic libraries, especially in terms of assessing information literacy programs rather than library instruction programs. Ianuzzi suggests that as information literacy is a shared responsibility, librarians cannot assess it alone and need to collaborate with teaching faculty. In fact, information literacy assessment needs to be conducted campus-wide, and the author proposes four levels at which outcomes can be assessed: in the library, in the classroom, on campus, and beyond campus.

Kunkel, Lilith R., Susan M. Weaver and Kim N. Cook. "What Do They Know?: An Assessment of Undergraduate Library Skills." The Journal of Academic Librarianship 22.6 (1996): 430-434.

The authors discuss assessing students' library skills and building BI programs from the results. 245 students in freshman English classes on Kent State University campuses were given a 15-item questionnaire that measured their library skills, their library comfort level, past experience with library instruction, and how often they had assignments that required them to use the library. The survey showed higher skills scores when students had more frequent library assignments. Skills scores findings enabled the authors to identify where they need to build students' skills in BI sessions.

López, Cecilia L. "Assessment of Student Learning: Challenges and Strategies." The Journal of Academic Librarianship 28.6 (2002): 356-67.

Article provides an overview of the assessment of student learning as found by the Higher Learning Commission's review of the 19 states in the Higher Learning Commission of the North Central Association of Colleges and Schools. In addition to covering the criteria for assessment, it also provides examples of well done assessment programs. It also provides examples of indirect and direct measures of student learning, such as surveys, capstone experience, etc.

Martin, Lynne M. and Trudi E. Jacobson. "Introduction to Library Instruction Revisited. Bibliographic Instruction Comes of Age." Library Instruction Revisisted: Bibliographic Instructions Comes of Age. Ed. L.M. Martin. New York, Haworth Press, 1995. 5-13. [originally published in The Reference Librarian 51-52 (1995)]

This is an introduction to a new volume on BI and considers the history and evolution of this topic. Evaluation is discussed, although no forms or questions are presented.

Merz, Lawrie H. and Beth L. Mark, comps. Assessment in College Library Instruction Programs: CLIP Note #32. Chicago: College Library Information Packet Committee, College Libraries Section, Association of College and Research Libraries, 2002.

This CLIP Note volume focuses on the results of a survey done about college-level library instruction assessment. Survey responses from 158 colleges and universities were compiled on administrative issues related to instruction; type and scope of instruction; content area coverage; and assessment of information literacy. In addition, a selected bibliography and over 50 assessment documents-- pre- and post-tests, assignments, rubrics, tests, evaluation forms--are included.

Moore-Jansen, Cathy. “What Difference Does it Make? One Study on Student Background and the Evaluation of Library Instruction.” Research Strategies 15.1 (1997): 26-38.

Presents the results of a six-year study of student evaluations of BI for an undergraduate anthropology class at Wichita State University. Students were given a pre-test as well as a post-test which sought to elicit student attitudes about confidence in using the library, effectiveness of instruction, and so on. The data indicate a clear relationship between student interest in the course and giving the BI session a positive rating. The author makes suggestions as to kinds of questions to use on the evaluation forms as well as offering conclusions about the results.

O'Connor, Lisa G., Carolyn J. Radcliff, and Julie A. Gedeon. "Applying Systems Design and Item Response Theory to the Problem of Measuring Information Literacy Skills." College & Research Libraries 63:6 (2002): 528-43.

---. "Assessing Information Literacy Skills: Developing a Standardized Instrument for Institutional and Longitudinal Measurement" in Crossing the Divide: Proceedings of the Tenth National Conference of the Association of College and Research Libraries. Chicago, Association of College and Research Libraries, 2001: 163-174.

Project SAILS

The journal article, conference proceedings article and web site provide information about the Project for the Standardized Assessment of Information Literacy Skills (SAILS)--an effort to create a validated instrument for programmatic-level assessment of information literacy skills. In addition to explaining the project, the conference proceedings article is particularly useful because of an extensive literature review. Instrument development and instructional design are covered thoroughly in both articles. The web site contains a wealth of information on the project, including plans and progress, publications, resources, etc.

Stewart, Sharon Lee. "Assessment for Library Instruction: The Cross/Angelo Model." Research Strategies 16.3 (1998): 165-174.

This article discusses applying classroom assessment techniques from K. Patricia Cross and Thomas Angelo to library instruction sessions. In their model, classroom assessment is an ongoing process that has seven characteristics: it is learner-centered; teacher-directed; mutually beneficial; formative rather than cumulative; context-specific; continuing; and rooted in good teaching practice. Instruction librarians can apply these characteristics to instruction sessions through use of assessment techniques such as the Minute Paper, the Muddiest Point, the One-Sentence Summary, Directed Paraphrasing, and Applications Cards. Students need to understand the purpose of assessment, and instruction librarians need to respond to students' concerns so they know they are being heard.

Turner, Diane J. and Marilyn Grotzky. "They Teach Too: A Role for Paraprofessionals in Library Instruction." Library Instruction Revisisted: Bibliographic Instructions Comes of Age. Ed. L.M. Martin. New York, Haworth Press, 1995. 181-193. [originally published in The Reference Librarian 51-52 (1995)]

Discusses the role that paraprofessionals can play in BI and the benefits which are reaped by both staff and librarians. Also indicates how sessions are evaluated by students based on the amount of coercion required for their attendance. Does not state the types of questions asked or give examples.

Tiefel, Virginia M. “Library User Education: Examining Its Past, Projecting Its Future.” Library Trends 44.2 (1995): 318-338.

The author examines the impact of technology, economic factors and changes in the educational system and the impact on library instruction. In an overview, the author provides a definition and a history of BI. A review of the role of evaluation in BI is presented. There are no forms or questions provided.

Williams, Janet L. "Creativity in assessment of library instruction." Reference Services Review 28.4 (2000): 323-34.

Very useful article for understanding the basic concepts related to assessment, such as reliability, validity, etc. Describes how to design assessment tools, focusing on non-multiple choice options. Strengths and weaknesses of each are covered. The alternative assessment tools are matched to the Information Literacy Competency Standards for Higher Education. Sample class assignments and their matching evaluation tools are included.