Information Skills are evaluated

Why carry out evaluation?

Feedback on the provision of any service is important to ensure that it is fulfilling its intended purpose and so that any changes can be made accordingly. It is vitally important in Information Skills training because it is still a relatively new area of work for many institutions and feedback may assist in the development of programmes.

The results of the audit carried out as part of the Big Blue Project showed that only just over half of institutions evaluate Information Skills training and that printed forms were the most common means of collecting feedback.

Skills in practice: Examples from the Case Studies

The case study carried out at University of Aberdeen illustrates the benefits of evaluating Information Skills programmes. Comments received from students lead to Information Skills sessions being made more subject specific. Click here to view the case study.

Students doing an online induction at Tamworth and Lichfield College are able to complete an online test to assess their learning. Click here to view the case study.

Possible reasons for evaluation:

• Information Skills may be aimed at a number of different student groups, all with distinct needs. Collecting feedback would help ensure that the full range of needs is correctly identified and addressed.
• The feedback may be a useful tool when trying to demonstrate the value of Information Skills training to stakeholders.
• Feedback may be useful in securing funding for the development of programmes.
• It can help to identify areas where those delivering training have particular strengths and weaknesses.
• Feedback should be gathered about the quality and content of Information Skills training sessions and modules and improvements made accordingly. It is important that the views of those for whom the training is intended to help is taken on board to ensure that it remains relevant and timely.
• How else will we know that we are achieving our aims if we don't ask for or receive feedback?

Issues to consider in collecting feedback:

• What is the purpose of the feedback?
• What are you trying to collect feedback on? On one particular issue e.g. programme design, or on a range of issues, e.g. delivery methods, content, relevance?
• Is it possible to collect feedback on all these areas together or does each area deserve to be looked at in a more in-depth way over time?
• Who or what will be informed by the results of the feedback collected?
• How will data be processed and collated?
• Does the design of the feedback form reflect this?
• Is a form the best method of collection?
• Are there other methods which may be better suited to the purpose?
• Is it qualitative or quantitative data that is required, or both?
• Information Skills may be aimed at a number of different student groups, all with distinct needs.
• Collecting feedback would help ensure that the full range of needs is correctly identified and addressed.