ࡱ> XZY>(    Rhttp://equinox.dcu.ie/reports/pilist.htmlRhttp://equinox.dcu.ie/reports/pilist.htmlbhttp://www.suffolk.edu/sawlib/faq.htm#anchor13268Jhttp://www.suffolk.edu/sawlib/faq.htm0anchor13268/ 0DArialNew Romantt0 0DWingdingsRomantt0 0 DTimes New Romantt0 0@ .  @n?" dd@  @@`` 5zS  ! #$&(* ,-/134 0AA@83ʚ;ʚ;g4SdSdh[ 0Sppp@ <4dddd@w 0t0 80___PPT10 ?X- DLibrary Assessment Conference 2008O  =yBEvaluation Metrics for Libraries: Expanding the Conceptual ContextCC 8Panel Discussion Neal Kaske Joe Matthews Peter Hernon9(  Types of Metrics+Input Output including economic efficiency& Outcome Impact  8Typical View Library CentricrInputs Example Percentage of total acquisitions expenditure spent on acquisition of electronic library services :cc Outputs Example Percentage of the population reached by electronic library services Source: EQUINOX, http://equinox.dcu.ie/reports/pilist.html F 0g  8Where Does LibQUAL+"! Fit in?  Service quality Satisfaction Output or Outcome?^Examples of Different  Assessment Perspectives00  \Library s Parent Organization Higher Education// Collection and Staff (inputs) Student outcomes (outputs) Aggregate statistics on groups of students (e.g., graduation rates, retention rates, transfer rates, course and program completion rates, and job placement: employment rates for a graduating class) Student learning outcomes (Development of students over time) What should students learn? How well are they learning it? What evidence do we gather to answer these questions? How do we use that evidence to improve learning Convergence/collaboration (outputs) Other Affordability`9PPPP9  CustomersTypes Internal External& External Present ones low use high use Never-gained  Lost No interest<   KParent OrganizationbQualitative indicators Contributing to retention rate Successful passage of licensing examinations*LL Getting Your Tuition Money s Worth from the Library Sawyer Library,  How Can I Get My Tuition Money s Worth from the Library? (Boston: Suffolk University, 2008), http://www.suffolk.edu/sawlib/faq.htm#anchor13268 b5  3 0"Customers Areas to Develop Metrics## FWe Can Then Develop Metrics (ratios with percentage) for Such Areas asGG > Lost customers Shelve books within __ hours of use Wait time at reference desk Amount spent Caf (associated with library) At vending machines (in library)*`Z@Z`@ Facilities used Frequency of use of Group study room Academic support services available the physical space in the library (e.g., writing tutors and IT support) Seating Computers@ZZZAccreditation BodiesTStudent learning outcomes Student outcomes Affordability Assorted inputs and outputs Conclusion  ~  0` 3fffff3̙3f̙` ̙3f` ff3f` f33f3f` 3ffƍ` fff3` f33̙` 3f|>?" dZ@$?lKd@   l@  P`lA n?" dd@   @@``PT   @ ` `p>> H @   (  .T   "\\   "h  s *"   $0e0e BCDELF>5%8c8c     ?1d0u0@Ty2 NP'p<'p@A)BCD|E?|b4"%>Ul @   `c"$  f\   "n"  0G"r B T??"  <GH "`  T Click to edit Master title style! !*  6 "  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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MgrH`4F*;-E ;=?B` c icf!qsux1Oh+'0 hp   , 8 DPXDEvaluation Metrics for Libraries: Expanding the Conceptual ContextSawyer Library CapsulesNeal K. Kaske5Microsoft PowerPoint@@0@?@ABCDFGHIJKLNOPQRSTWRoot EntrydO)Current UserMSummaryInformation(=PowerPoint Document(xDocumentSummaryInformation8ERoot EntrydO))[Current UserJSummaryInformation(=PowerPoint Document(x  !"#$%&'()*+,-./0123456789:;<>?@ABCDFGHIJKLW&_oxKristina JusthKristina Justh