The portfolio: an instruction program assessment tool

Chapman, Julie; Pettway, Charlcie; White, Michelle

doi:10.1108/eum0000000006491

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…Among articles that discuss assessment tools, some give examples of practical use in specific projects, but not all assessment tools measure outcomes. For example, Chapman et al (2001) explains the portfolio system for evaluating library instruction at Valdosta State University. It includes end‐of class surveys for measuring student satisfaction, self‐evaluation forms for the librarian to fill out, peer‐evaluation forms for constructive feedback from other members of the instruction team, and class‐specific evaluation forms.…”

Section: Overview Of Outcomes Assessment In Library Instructionmentioning

confidence: 99%

The one‐minute paper and the one‐hour class

Choinski

Emanuel

2006

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -To describe the design and use of an outcomes assessment tool for one-shot library instruction classes that is objective, quantitative, easy to use, and flexible. Design/methodology/approach -An "outcomes" assessment tool was created based on the ideas of the one-minute paper and student reflection papers. The tool was administered to classes in Spanish and Biology that had one shot library sessions. Findings -The assessment tool was helpful in pointing out areas where librarians need to improve instruction in their one shot classes. The tool was useful, easy to use, and fulfilled our objectives.Research limitations/implications -The tool's use may be limited to institutions where there is excellent rapport between librarians and course instructors or to libraries with a staff large enough to find volunteers to grade the papers outside of the course librarian. Practical implications -The tool developed provides one more weapon for the outcomes assessment arsenal. Originality/value -This contribution is unique; there is no other outcomes assessment tool for one-shot classes in the library literature. Because one-shot sessions are the majority of library instruction appearances and because outcomes assessment is very important, this tool should be of great practical help to instruction librarians.

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Section: Overview Of Outcomes Assessment In Library Instructionmentioning

confidence: 99%

The one‐minute paper and the one‐hour class

Choinski

Emanuel

2006

Reference Services Review

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“…Academic librarians and others who prepare packets of exemplary materials for reappointment, tenure, or annual review will be familiar with the portfolio concept, but the idea of preparing a portfolio focused on teaching is relatively new to libraries. Information about the process of developing a teaching portfolio can be found in Doolittle (1994), Lally and Trejo (1998), Erazo andBeck (1998), andChapman, Perrway andWhite (2001).…”

Section: Assessment Methodologiesmentioning

confidence: 99%

Using Assessment as a Tool to Improve Learning: an IFLA Workshop

2006

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Three librarians from Rutgers University Libraries collaborated on the program 'Using Assessment as a Tool to Improve Learning' at the 69th IFLA General Conference and Council in Berlin, Germany in 2003. The workshop was designed to provide participants with an expanded understanding of assessment, and experience with using it effectively as a tool to facilitate improved learning. The presenters framed the workshop with a pre-workshop assessment and post-workshop assessment. The responses from the pre-workshop assessment supported the workshop's design, provided an initial understanding of the individual participants' contexts and experiences, and formed the basis for the workshop's small group activities. The post-workshop assessments offered valuable suggestions for future programs. The article shares the essence of the workshop in the words of the facilitators, each of whom focused on assessment at a different level. The three modes discussed are teacher/ instructor, learner/student, and programmatic/institutional.

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“…"The design of the portfolio entries compels librarians to think critically about teaching techniques, learning styles, what they want to teach in an instruction session, and how to evaluate the success of their teaching." (Chapman, 2001, p.295) A journal or portfolio can be a way for librarians to reflect on their successes; and reflect on what didn't work.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating an instruction program with various assessment measures

Gewirtz

2014

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Purpose: This paper demonstrates how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in First Year Student sessions. Design/methodology/approach: This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St. Benedict (CSB) and St. John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions. Findings: The outcome allowed librarians to incorporate new ideas into their own instruction sessions; re-evaluate teaching methods based on student feedback; and, to realize that self-assessment was beneficial. More importantly, it led to the development of Learning Goals for First Year Students. Originality/value: This is a significant contribution to the field of librarianship due to the lack of publications on the observations of peers. Articles about peer-to-peer feedback for librarians whose employment duties entail library instruction were difficult to find. Much of the literature focuses on faculty (who are not librarians) who go through peer-to-peer observations for their tenure files. This article focuses not only on peer-to-peer feedback but student assessment of librarians and selfreflections.

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The portfolio: an instruction program assessment tool

Cited by 6 publications

References 2 publications

The one‐minute paper and the one‐hour class

The one‐minute paper and the one‐hour class

Using Assessment as a Tool to Improve Learning: an IFLA Workshop

Evaluating an instruction program with various assessment measures

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