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Evaluation Issues

Student Assessment, Grades & LMS While creating and deciding the syllabus and evaluation methodologies for each course, LEEP faculty have to keep in mind the school’s fundamental vision of creating leaders in research and practice in the fields of library and information science, perform groundbreaking research to advance preservation of and access to information in both traditional and digital libraries and in many settings outside of libraries where large amounts of critical information is collected and useful service to librarians and other information service providers as well as to the citizens of Illinois. Student outcomes for each degree program within GSLIS are grounded in the School’s mission to foster a learning environment emphasizing research, practice and service (GSLIS Unit Plan, 2008). A review of the course syllabus indicates that LEEP uses diverse, innovative and appropriate forms of student evaluation. Assessment is based on such factors as contributions to class discussion, presentations, individual and group written assignments. Few courses, whether on campus or LEEP makes use of examinations as an evaluation tool (Accreditation Report).Moodle has a built-in grade-book that closely integrates the assignment tool with instructor’s grading functions. Once grades are assigned to individual assignments, they are automatically updated in grade-book (Moodle guide). If a student wishes to appeal his/her grades, the Graduate College has a certain set of policies to review alleged capricious grading. These policies are part of the student handbook 2010-2011. The link to this handbook is provided in the GSLIS Moodle home page. This policy only applies to (1) assignment of a grade to a student on some basis other than the performance in the course (2) assignment of a grade by resort to more exacting or demanding standards than were applied to other students (3) assignment of a grade representing a substantial departure from the instructor’s previously announced standards. Refer to the policies at []. Program Evaluation During the initial launch of LEEP, a separate review was not necessary as the program was identical to the already accredited on-campus Master of Science program (Estabrook, 2001). LEEP was included in the school’s reaccreditation in 1997. LEEP is very mindful that constant and continuous evaluation is integral to gauging the success of the program. From time to time, LEEP has used various evaluation techniques including, 1) Reports by an outside evaluator gathering data from students and faculty to compare LEEP with its on-campus counterpart. Data gathering is through Observation, focus groups, interviews, surveys and monitoring of the website.   2) Ongoing monitoring of bulletin boards to gather feedback 3) A Mid-semester student feedback that invites students to comment on what is not working and to offer ideas for improvement.   4) ICES (now EON) forms, the standard UIUC course feedback tool that is used in all LEEP courses. 5) Tracking retention and placement of students   6) Faculty feedback on willingness to teach again in LEEP 7) Formal research carried out by GSLIS faculty with research interests in areas including computer supported cooperative work, computer mediated communication, online pedagogy etc.   8) LEEP Retreat involving faculty, staff, students and alumni. 9) Scheduled Accreditation review of the GSLIS MS Program (that includes LEEP) once every 7 years. The next ALA review is scheduled for 2011.   10) 5-year review by the Graduate College Committee on Extended Education and External Degrees (CEEED) Resources Moodle Guide - [] GSLIS Unit Plan – Unit Plan for Assessing and Improving Student Learning in Degree Programs. [] Rethinking Cost-Benefit models of distance learning, Estabrook, 2001.