Teaching and Learning Resource Guide for Libraries

Ultimately, we must bring the same intentionality to assessment as we do to teaching and learning. We need to incorporate the same kinds of reflective practices as we do in our instruction. And by doing so, we can ask questions for proving worth that also improves instruction, an all-important goal for advancing the librarian profession.

This article explores a care-based assessment framework rooted in the foundations of critical assessment, relational-cultural theory, and critical generosity. This includes a critique of the current language of assessment in library and information science literature and higher education; an examination of models for more caring versions of
assessment (particularly those from other feminized professions); and a reframing of the conversation around assessment from one of demonstrating value to one of embodying a value of care and connection in learning for both students and librarians.