USF Tampa Library Assessment


Assessment is a continuous process that ensures the effective evaluation of the services and resources of the USF Tampa Library. 

The development and implementation of library-wide assessment plan includes:

Assessment cycles

Our outcomes-based assessment processes focus on the users of the library and enable us to determine whether our programs and units achieve the intended results. How does my program made a difference? How are the lives of the program participants better as a result of the program?

“Outcome-based evaluation is designed to get an organization, such as a library, to answer a crucial question:

                We do what, for whom, for what outcomes or benefits?”

Matthews, J. R. (2007). The evaluation and measurement of library services. Westport, Conn.: Libraries Unlimited. p. 25.

Elements in an Assessment Plan

An Assessment Plan should include

  1. Oversight for assessment (Who does this?)
  2. Resources and structures for assessment
  3. Outcomes/Goals:
    1. how they are constructed and   
    2. how they are used for assessment
  4. Measures of achievement of the goals
    1. What the measures are
    2. Why these measures are chosen
    3. How the choice relates to the goals
    4. How the measures are administered
  5. How assessment data are used for improvement of learning
  6. Recommended changes to improve assessment mechanisms

Maki, P. (2004). Assessing for learning : Building a sustainable commitment across the institution. Sterling, Va: Stylus. 

Assessment Presentation to Staff

Things to Remember

Keep in mind:

  • Focus on the most important outcomes
  • Develop a manageable amount of work
  • Provide a framework for data collection
  • Anticipate reevaluation of the assessment plan, if appropriate
  • Compromise may be required in goal setting
  • Develop reports that make sense and can be used by all stakeholders
  • Focus on factors that can be controlled
  • Consider sampling
  • Determine a reasonable, manageable and appropriate timeframe for assessment
  • Recognize that data collection, analysis and change takes time
  • Determine the feasibility of “counting” just for the sake of counting
  • Recognize every program and unit should not be assessed