Evaluation and assessment of a library instruction component of an introduction to business course: a continuous process

This paper discusses the ongoing process of creating, evaluating and assessing the library instruction (LI) component of an undergraduate introduction to business course. Business faculty and librarians worked collaboratively in this process. The changing content and format of the LI sessions are discussed, as well as the development of assignments. The paper attempts to evaluate the LI component in terms of its goals, content, format and effectiveness in instruction; and to access the outcome in terms of student learning. A construct of instructional effectiveness based on three components – operational, constitutive, and behavioral definitions – was created and the evaluation form derived from this construct.