Each step of our curriculum assessment process is linked with our Student Learning Outcomes (SLOs) and Program Goals. SLOs 1-4 directly link to Program Goal 1 (Provide a curriculum that meets the evolving demands of the job market for librarians and other information professionals), and SLO 5 links with Program Goal 5 (Strengthen the emphasis on Hawaiʻi and the Asia-Pacific region in teaching, research, and service).
Every course is aligned with the particular SLOs it covers via a matrix. In Spring 2012, we began piloting a course-level assessment model, where instructors reported student performance on the specific SLOs covered in each major assignment. The overall results (67% exceed, 27% meet, 5% approach and 2% do not meet) are comparable to the outcomes of the oral exam; a more detailed summary of the initial results can be found here. While collecting data at this level of granularity illustrates the compromises of assuming a one-to-one relationship between SLOs and course assignments, we continue to collect course-level assessment data for some courses, and it can help identify where students are having difficulty with particular SLOs across multiple assignments and courses.
For the culminating experience, the oral exam scenarios are also linked with our SLOs, and students are evaluated along the same dimensions (exceed-meet-approach-do not meet). We use this data to revise both the curriculum and the oral exams themselves. For example, in Fall 2008-Spring 2011, roughly 85% of students exceeded or met standards in their responses to Instruction and Cataloging scenarios in the oral exam, while only 54% did so in their responses to the Digital Libraries scenario. These results and other direct and indirect assessment measures motivated us to both add LIS 663 Database Searching to the core curriculum, and update its content to reflect both professional and Web databases. As a result, from Fall 2011-Spring 2013, over 90% of students opting for the Digital Libraries scenario exceeded or met standards in their responses.
Thesis students are assessed on specific elements of their research, including their problem statement, literature review, method, results, and the quality of their written thesis and oral defense; the evaluation form can be found on p. 7 of our thesis policy and FAQ.
At the program level, annual assessment reports prepared for the Vice Chancellor of Academic Affairs are available for review: