Dear All
Many thanks to all who responded to my request for examples of feedback forms and procedures to assess students’ learning during IL teaching session. To summarise the responses:
1. University A wanted to measure impact rather than satisfaction but currently have a brief paper survey form that they give out at the end of sessions and which measures satisfaction.
2. Respondent B shared a link to the Information Literacy Assessment & Advocacy Project project: ilaap.ca which provides a useful question bank for surveys (CC-licenced) as well as an online tool for collecting and analysing feedback.
3. At respondent C’s university the programme manager sends out an online questionnaire using SurveyMonkey which includes 3 questions directly related to students’ opinions of the library support received, their current use of resources and how they evaluate these resources
4. University D’s liaison team previously handed out brief paper surveys at the end of sessions asking for open-ended feedback but found that this often elicited contradictory comments about facilities, temperature etc. so they now use likert-scale questionnaires (one for basic sessions, another for more advanced sessions) closely linked to the learning objectives of the session and whether students had achieved them. No neutral option is provided. They’re currently taking another look at feedback and considering an open-ended online feedback form looking at specific areas eg. what else would you have liked to learn about? They monitor feedback closely and track trends but are concerned that going online will reduce the response rate. Feedback is used to provide evidence for “customer service excellence” with the aim that a high percentage of students find attending library sessions useful.
5. University E had tried a number of tacks including the Bristol Online Survey and various types of satisfaction survey which often elicited neutral responses. They didn’t find the qualitative data particularly useful (often contradictory or not relevant) and there was less time for learning so have switched to a very short questionnaire asking for the students’ genuine thoughts/reflections on the session hoping to learn what they learned and what they didn’t in order to plan improvements for the next session and prompt the students to reflect. There are different versions tailored to different types of session.
Kind regards
Phil Jones
Academic Liaison Librarian for the Faculty of Engineering and Computing (MAM & AEE)
Lanchester Library | Coventry University | Gosford Street | Coventry | CV1 5DD
Tel. 02476 651130 | E-mail. [log in to unmask]
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