Cuyamaca College skip to content

             Cuyamaca College Library

Student Learning Outcomes


 
SLO 1,2,3 Reference Desk assessment
(point-of-use instruction)
Library Orientation assessment
(classroom instruction)
Expected Outcome: Students who received librarian instruction will rate their IC skills as 4 out of 5 (1 being the lowest and 5 being the highest).
SLO 1:
The student will demonstrate the IC skills of constructing a successful search statement and identifying keywords/subject words in order to execute an effective search strategy.

SLO 2:
The student will demonstrate the IC skills of selecting sources from the library catalog or online databases.

SLO 3:
The student will demonstrate the IC skills of selecting and evaluating sources and determining each sources reliability, validity, authority and point of view
.

Fall 2009-Spr 2010
SLO 1,2,3

2009 - Spr2010
SLO 1,2,3

Expected outcomes for SLO 1,2,3 were met.

Areas of Strength:

     For Reference desk instruction, students demonstrated the IC skills listed in SLO 1,2,3. Students "agreed" that they learned SLO 1,2,3. Likert scale average was 4.0.

Areas of Improvement:
1. For RCS design, we will revise our Ref Card Survey form and include clearer directions
.
2. For Reference Desk Instruction, Librarians need to be more proactive at ref desk instruction to make sure students know SLO 1,2,3.

3. For Library Instruction, students did not score as high on the post-test as expected.  The instructional change we will make is to have the librarians spend more lecture time emphasizing the differences between a database and library catalog and evaluating sources.
4. For Library quiz design, students were confused with the "check all that apply". We will revise the quiz to omit "check all that apply" distractor.
 
 

Fall 2010-Spr 2011:

Fall 2010-Spr2011: 
SLO 1,2 . No 3

Expected outcomes for 1,2,3 were met.

Areas of Strength:
1For Reference desk instruction, students demonstrated the IC skills listed in SLO 1,2,3.  More students checked "strongly agreed" than last year. The Likert score ranged from 4.5-4.7, which is much higher than last year's median of 4.0.

2. For Library Instruction, students demonstrated the IC skills listed in SLO 1 and 2 only, not 3. Students scores were significantly higher on the post-test than the pre-test.

3. In cycle one, our RCS assessment tool had an "N/A" bubble. Students and Librarians were confused   For example, students who did not receive Librarian-led instruction in “evaluating sources” (SLO3) did not bubble-in N/A and chose to leave it empty.  Librarians explained the meaning of N/A to students saying “if we did not discuss this item please bubble in N/A. do not leave it empty”.  In this cycle, we chose to eliminate the N/A and use the neutral bubble to report "did not discuss"

4. In cycle one, Librarians and students did not understand the RCS Survey Neutral bubble. The neutral response is a legitimate response and cannot be removed from the analysis.  In this cycle 2, Librarians were more confident in explaining to the students when and when not to check Neutral. 

5. In cycle one, Librarians were not proactive in explaining RCS-SLO #3 called evaluating sources. The Librarian's , in cycle 2, were much more proactive in instructing students to use their critical thinking skills in selecting sources. 

Areas of Improvement:
1. The RCS and Library quiz score results clearly indicate that students are demonstrating IC skills. No improvement is needed at this time.
       



SLO 4 Assessment Expected outcome:
Students will demonstrate the IC skills of independently accessing and using 7 out of 13 library collections made available for the Library homepage.
The students will demonstrate the IC skills of independently accessing and using library collections made available from the Library homepage

 

 

Expected outcome was not met. Read full report
 
Areas of Strength:

     Even though our outcome was not met, eight (8)out of 192 students (i.e. 4%) who filled out the SLO 4 survey claim to use 7 to 13 of the links (library sources) listed on the library homepage. However, 61% of students of the students surveyed are independently using some kind of resources on the library homepage. Statistics show 110 students checked 1 to 6 links (library sources) listed on the library homepage. This suggests that perhaps these students needed to use only certain resources.
     Expecting a result of using 7 to 13 sources on the library website was perhaps unreasonable, as 4% is very low and implies that most students don't understand what we offer. Also, 8 students filled out the form incorrectly which suggests an assessment tool design flaw or that they didn't understand the survey.


Areas of Improvement:
     In the spring of 2013, the form will be re-designed to be more simple and streamed-line. The "check all that applies" will not be used. The students will be asked about the usage of no more than four library resources with only three possible responses. This will give tighter results, better interpretation of the data and more accurate assessment of independent learning and usage of the library's website resourc
es
.
 
  • SLO4
 



Library service outcomes 5 Assessment tools Expected Outcome:
Student will demonstrate the IC skill of identifying 4 out of 5 circulation policies and 4 out of 5 reserve policies after interacting with library staff, mean score of 4.0.
Library service outcomes 5.
Student will demonstrate the IC skills of identifying circulation policies and reserve policies after interacting with library staff.
Cuyamaca College Basic Skills Program Level
standards and
ACRL Standards

Fall 2011 (cycle 1)

SLO 4 expected outcomes were not met .

Areas of Strength:

1. Even though CC Library has not met its expected outcome of a mean score of 4.0, students have demonstrated some IC skills.
2. The mean score for circulation polices was 3.48 and the mean score for reserve policies is 3.80. Although these mean scores are acceptable, our expected outcome for both quizzes is 4.0. Expecting a result of 4.0 may be too unrealistic and we will lower the mean score to 3.5 in cycle 2.

Areas of improvement:
1.Redesign quizzes by improving question stem and distractors. 
2.Staff will be more proactive to explain policies to students.
3. Revise expected outcome to a mean score of 3.5 for cycle 2.
Library service outcomes 5.
Student will demonstrate the IC skills of identifying 4 out of 5 circulation policies and 4 out of 5 reserve policies after interacting with library staff.
Cuyamaca College Basic Skills Program Level
standards and
ACRL Standards

Spring 2012 (cycle 2)

SLO 4 expected outcome were not met .

Summary of data:

1. Even though CC Library has not met its expected outcome, students have demonstrated some IC skills.
2. The mean score for reserve policies is 3.33. and the mean score for circulation polices is 3.41. Means scores dropped dramatically in this second assessment cycle.

Areas of improvement:
1.Library staff will change the data collection methodology. Last year, library staff collected the data for cycle 1 and the mean score was much higher (3.48/3.8) compared to this year of 3.33/3.4. This drop in mean score may be due to faulty data collection. This year, a library intern collected the data. Library staff did not monitor library intern closely. We do not know if the student intern gave clear instructions to quiz takers.  We do not know if the intern gave both surveys to each student at the same time and students may have been giving the same answers to both surveys. survey.
2. For cycle 3, we will implement one survey at a time and revise questions on survey.
Library service outcomes 5 Spring 2013
Assessment survey
Assessment data
 


  back to SLO introduction HOME
Page footer information