Improvement of library instruction often relies on anecdotal evidence-faculty feedback, student comments, or informal observations-to gauge success. While these insights are valuable, they rarely provide the depth needed to improve instruction systematically or evaluate impact. Using a real-world example of a successful action research project with 436 English I and II students at Seminole State College as its backbone, this session will demonstrate how to move from anecdotal impressions to iterative, data-driven assessment. We'll share a practical step-by-step process for diving deep into impactful assessment strategies, including tips for backward design, faculty collaboration, and scaling from a single class to a college-wide assessment program.
Participants will: 1. Describe the benefits of iterative assessment 2. Identify an instructional challenge that could benefit from quantitative assessment 3. Apply the step-by-step process to a current instructional challenge in your library
