摘要：Objectives and Background: Libraries are increasingly called upon to demonstrate student learning outcomes and the tangible benefits of library educational programs. This study reviewed and compared the efficacy of traditionally used measures for assessing library instruction, examining the benefits and drawbacks of assessment measures and exploring the extent to which knowledge, attitudes, and behaviors actually paralleled demonstrated skill levels. Methods: An overview of recent literature on the evaluation of information literacy education addressed these questions: (1) What evaluation measures are commonly used for evaluating library instruction? (2) What are the pros and cons of popular evaluation measures? (3) What are the relationships between measures of skills versus measures of attitudes and behavior? Research outcomes were used to identify relationships between measures of attitudes, behaviors, and skills, which are typically gathered via attitudinal surveys, written skills tests, or graded exercises. Results and Conclusions: Results provide useful information about the efficacy of instructional evaluation methods, including showing significant disparities between attitudes, skills, and information usage behaviors. This information can be used by librarians to implement the most appropriate evaluation methods for measuring important variables that accurately demonstrate students' attitudes, behaviors, or skills. Highlights Comparisons of library instruction evaluation measures demonstrate what surveys, written tests, practical exercises, self-assessments, and so on actually do and do not measure. Students routinely overestimate their information retrieval and information literacy skills. Students' attitudes about the library and librarians may not correlate with their perceptions of their skills and demonstrated skills. Research identifies a disconnect between theoretical knowledge and demonstrated skills. Implications Formative assessment is not only effective for collecting baseline information, but for giving students a realistic picture of their true skill levels. Longitudinal summative assessment of practical skills is the truest measure of learning. Libraries should implement appropriate performance, affective, and behavioral measures to provide a complete and accurate assessment of learners' information literacy skills and attitudes. Simple descriptive statistics are not adequate for showing how evaluation measures are interdependent, which have cause-and-effect relationships, and what combinations of measures represent skills, knowledge, and learning most accurately.
