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 %p|Turning Results into Action: Using Assessment Information to Improve Library Performance OR WHAT DID YOU DO WITH THE DATA?}} @Steve Hiller Stephanie Wright University of Washington LibrariesAA\Data Sources For This Study& $ Library Assessment ARL SPEC Kit 303 (Dec. 2007) Survey sent to ARL Libraries May-June 2007 73 respondents (60%), nearly all academic Self-reported information 0ZZ ARL Consultation Service Making Library Assessment Work/Effective, Sustainable and Practical Library Assessment 35 Libraries visited 2005-08 (32 North A., 28 ARL) Observed and confirmed information Zq,Library Assessment SPEC Kit Survey Questions--$Impetus for assessment Assessment methods used Organizational structure for assessment Distribution/presentation of assessment results Using assessment information (up to 3 actions) Professional development needs in assessment "]#SPEC Survey: Impetus for Assessment$$$VIBuilding Assessment Capability in Libraries through Consultation ServicesJJ$`Association of Research Libraries (ARL) project began in 2005 as  Making Library Assessment Work (MLAW) Assess the state of assessment efforts in individual research libraries, identify barriers and facilitators of assessment, and devise pragmatic approaches to assessment that can flourish in different local environments Funded by participating libraries Conducted by Steve Hiller and Jim Self under the aegis of Martha Kyrillidou of ARL In 2007 name changed to  Effective, Sustainable and Practical Library Assessment (ESP) and opened up to all libraries<1Zi g!MLAW/ESP: Data Collection Methods&" $ Pre-Visit Survey on assessment activities, needs etc. Telephone follow-up Mining library and institutional web pages Visit (1.5 days) Presentation on effective assessment Group meetings and observation/verification Follow-up and report Pursue leads and additional information  PkPPRPP)P ,+$ %,    $  )  O7ESP Self-Identified Assessment Needs (31 NA Libraries)48$$(r Data Caveats $Different methodological techniques used Information gathered at different times ESP confirmed on  ground ; SPEC self-reported Libraries are different (21 of 73 SPEC survey respondents also participated in MLAW/ESP) Some bias in libraries self-selecting to participate in ESP and respond to SPEC survey (likely that more is done in these libraries) `Z`^Assessment Methods Used$s*ACTION SCOREBOARDS (Data will be in paper)4+$$iAction Scoreboard: Websites$kAction Scoreboard: Facilities$lAction Scoreboard: Services $m:Action Scoreboard: Collection Development and Management;;$o Action Scoreboard: Organization!!$`Overall Action Scoreboard$hUsing Assessment Data: Actions$2Lots of data collected but actions generally limited to either  low hanging fruit or one-time changes: Website improvements (Usability) Hours (Comments, observation) Collection development/management decisions Facilities (Observation, qualitative methods) More actions taking place than reported (both to SPEC and MLAW/ESP) Little evidence of action in: Instruction/Learning outcomes Organizational changesx90b590b5  L<Organizational Factors That Impede Turning Data into Actions==$Lack tradition of using data for improvement No assessment advocate within organization Library staff lack research methodology abilities Weak analysis and presentation of data Inability to identify actionable data Library  culture is skeptical of data Leadership does not view as priority/provide resources Library organizational structure is  silo-based Staff do not have sufficient time &ZZM"Sustainable Assessment and Actions##$Leadership believes and supports Formal assessment program established Institutional research agenda tied to strategic priorities Staff training in research/assessment methodology Staff have time and resources to follow-up Research balanced with timely decision-making Assessment results presented, understood and acted upon Results reported back to the customer community Library demonstrates value provided community//24568@ACDEFHIJ2  ` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> d\(    6t|H " `} H T Click to edit Master title style! !$  0 H " ` H RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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ZB  s *1 ?ZB  s *1 ?ZB  s *1 ?S S ZB  s *1 ?r r ZB  s *1 ?  `B  01 ?`B   01 ? `B ! 01 ? `B " 01 ?  H  0޽h ? ___ff3ff80___PPT10.Lp < 2 <(  ~  s *x*` `  * ~  s ** * H  0޽h ? 3380___PPT10.) @ <6(  <x < c $\ `}  \ ~ < s ** ` \ H < 0޽h ? 33___PPT10i.ip+D=' = @B + / `XL(  Xx X c $ .\P``  \  X0 HA n?8  n \H X 0޽h ? 33___PPT10i.P+D=' = @B +$  $(  r  S 4\ `}  \ r  S 5\ ` \ H  0޽h ? 3380___PPT10.ot! 6   0t (  ~  s *A\!a  \    #":. J161111110  \  BxF\ ?"``{ M50%.(  BJ\ ?"``J { M50%.(  B* ?"`` J  M50%.(  BP\ ?"``   M55%.( } BU\ ?"``   M55%.( y B$Y\ ?"``  M75%.( w BH]\ ?"``P M75%.( u Ba\ ?"``P M80%.( s Be\ ?"`` N100%.( q Bj\ ?"`` @SPEC ( m Bm\?{ ?75% ( k B$q\?J { ?50% ( i Bt\? J  ?65% ( c BDx\?   ?75% ( a B{\?   ?60% ( ] Bd\?  ?80% ( [ B\?P @100% ( Y B\\?P ?80% ( W BЉ\? @100% ( U B0\? @ ESP (  B\?{` gOther locally developed surveys,     B\?J `{ l$Benchmarking and process improvement,% $   Bh\? `J  S Observation,     B\? `  gStudent instruction evaluations,    B\? `  ^Facilities use studies,  ! 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