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The libraries at the University of Chicago, Columbia University, the University of Texas Southwestern Medical Center, and Cornell University have created or re‐defined their assessment plans and programs within the last two years. This paper aims to show the similarities and differences between the approaches of these four institutions.

A case study approach is taken.

These case studies underscore how vital assessment has become and illustrate how these assessment programs have evolved to reflect local needs and priorities, their libraries' organizational structure, their institutions' planning cycle, and, the reality of limited resources.

Recognizing that understanding local needs is the key to successful assessment at any institution, it is hoped that these case studies will be useful to libraries that are at various stages of building an assessment program.

The purpose of this paper is to analyze the process of developing an academic library assessment plan and its relation to the furtherance of a culture of assessment.

Qualitative study of a university library’s assessment planning process; findings based on documentary evidence as well as an employee survey; analysis framed in relationship to relevant literature.

Planning for the future of assessment offered the Jerry Falwell Library a significant opportunity for organizational change. Evaluations of the planning process were mixed, but generally revealed evidence of conditions associated with the development of a culture of assessment. Participants saw planning as the product of both external and internal factors. The plan’s orientation toward value and impact, though clearly understood, was not universally appreciated. Implementation of the plan remains a substantial challenge.

Reliability is subject to the limitations inherent to qualitative methods. Single case study design limits generalizability to different contexts.

The goal of developing a culture of assessment is not to be achieved easily or quickly. Library employees may be most inclined to support an assessment agenda when it is driven by internal factors such as quality improvement and the pursuit of efficiency and effectiveness.

The study emphasizes the process of developing an assessment plan at a university with a strong teaching mission. Additionally, it provides insight into the relationship between assessment planning and a culture of assessment.

Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.

Design/methodology/approach – The ATIP framework is comprised of three interconnected processes: data collection, data analysis and interpretation, and instructional planning.

Findings – In the ATIP framework, data collection includes reviewing background information and developing and implementing an assessment plan. The data analysis and interpretation process begins with scoring assessments and progresses to contextualizing results and making decisions. Instructional planning moves from setting goals to selecting instructional methods and materials, implementing instructional checkpoints, and monitoring and adjusting instruction.

Research limitations/implications – The ATIP framework provides a step-by-step process that educators can follow to use assessment to plan instruction. ATIP requires that educators already have knowledge of literacy assessment and instruction to apply the Framework appropriately.

Practical implications – The ATIP framework can be applied for students in grades K-8 in clinical settings, school-based intervention programs, and elementary and middle school classrooms.

Originality/value – This chapter provides three profiles to illustrate the ATIP framework in clinical, small-group intervention, and classroom settings with different levels of readers with varying strengths, needs, and backgrounds.

There is a concerning disparity between students with disabilities and their peers without disabilities in their long-term, postsecondary outcomes. The former group tends to have a variety of poorer outcomes in important domains of life, such as employment, postsecondary education, independent living, and community participation. Policymakers, scholars, and the general public alike have called attention to this issue, resulting in both legal mandates and research on evidence-based practices in the area of transition services. While the law requires individualized, results-oriented transition services based upon age-appropriate transition assessment and a number of evidence-based transition practices and predictors have been identified, studies of individualized education programs and practices have revealed a significant underuse of best practices in transition assessment and services. In this chapter, we discuss the importance of comprehensive transition assessment as a foundation for setting postsecondary goals and designing services that best fit individual student strengths and needs and best prepare students to be successful in their adult lives. Further, we provide an overview of current recommendations for best practices in planning, conducting, and interpreting transition assessments, and offer suggestions for areas where further research is needed.

The purpose of this paper is to describe an approach to developing a makerspace assessment plan. This approach focuses on connecting organizational and service point mission statements with outcome-based assessment plan goals, strategies, methods, and success measures.

This paper will outline the steps taken by an academic research library to design an outcomes-based assessment plan that monitors the human ecology of a makerspace. The paper includes a history of the space, the role of the library within the campus makerspace environment, the connection between mission statements and assessment plans, and how that connection can facilitate and drive space and service design.

Designing assessment plans that are centered on a makerspace mission statement can ensure that progress toward fulfilling the mission, values, and goals of the space is constantly monitored.

Academic library makerspace assessment literature is still in its infancy. This paper seeks to contribute to the literature on academic library makerspace management and stewardship.

The purpose of this paper is to examine whether country (Australia or Japan) and client type (public sector or private sector) impact the auditor's client risk assessments, subsequent audit planning decisions (planned audit hours) and audit planning responsiveness to client risk assessments.

The study is based on previously developed audit planning models and uses working paper‐sourced data of planned auditor effort and nine client risk assessments. The study samples are taken from public and private sector audit engagements of two major audit firms in Australia and Japan, respectively.

Evidence is found that country and client type do have an impact on the auditor's client risk assessments and planned total audit hours, but they do not moderate audit planning responsiveness to client risk assessments.

The test variable is confounded by the country and client type characteristics inherent in the study's samples. If the differences are caused by country, this suggests that audit planning decisions vary across countries, even when the same auditing standards are adopted. However, if they are caused by client type, this suggests that the same audit approach (i.e. the audit risk model) is applied differently depending on client characteristics.

These findings are useful to international standard setters, audit practice quality control and training, and audit research.

No prior study has examined the role of country and client type on the auditor's client risk assessments and audit planning decisions. Further, no prior study has examined whether the relationship between the auditor's client risk assessments and audit planning decisions is moderated by country and client type.

Environmental Assessment (EA) or Environmental Impact Assessment (EIA) is the recognized procedure for ensuring that the potential environmental effects of new building or engineering development are considered before planning approval is consented. There is no doubt that all construction projects have a profound effect upon their environs and therefore accurate and reliable environmental assessment is essential. As the concept of environmental assessment perpetuates and experience grows through application, greater attention is being directed towards the evaluation of its effectiveness. This paper focuses specifically on this issue. Drawing upon a series of interviews with respondents from regional planning authorities and local planning department offices, investigation identifies current thoughts, highlights some of the principal concerns and issues that have arisen in early application, and views the likely future orientation of environmental assessment in the UK. The principal intention of this paper is to review current opinion on environment assessment procedures and practice at this time. Many aspects concerning the concept, principles and practices of EA, some of which start to emerge in this paper, remain for future research and investigation.

This article discusses three important aspects of assessment within schools, namely, planning, testing and policy development. From the outset, emphasis is placed on the importance of planning for teaching and learning. It is argued that the development of assessment strategies at this stage is significant in terms of establishing clear learning outcomes for lessons taught. Some of the more widely used tests are also discussed in terms of how they might assist teachers to identify specific difficulties children may have with learning. The final section considers policy development in schools and suggests a possible framework for action. Throughout the article reference is made to recent research which supports the development of formative assessment strategies in the classroom context. It is concluded that planned assessment strategies have the potential for enhancing the quality of teaching and learning within the classroom.

The purpose of this paper is to increase productivity through smart maintenance planning by including productivity as one of the objectives of the maintenance organization. Therefore, the goals of the paper are to investigate existing machine criticality assessment and identify components of the criticality assessment tool to increase productivity.

An embedded multiple case study research design was adopted in this paper. Six different cases were chosen from six different production sites operated by three multi-national manufacturing companies. Data collection was carried out in the form of interviews, focus groups and archival records. More than one source of data was collected in each of the cases. The cases included different production layouts such as machining, assembly and foundry, which ensured data variety.

The main finding of the paper is a deeper understanding of how manufacturing companies assess machine criticality and plan maintenance activities. The empirical findings showed that there is a lack of trust regarding existing criticality assessment tools. As a result, necessary changes within the maintenance organizations in order to increase productivity were identified. These are technological advancements, i.e. a dynamic and data-driven approach and organizational changes, i.e. approaching with a systems perspective when performing maintenance prioritization.

Machine criticality assessment studies are rare, especially empirical research. The originality of this paper lies in the empirical research conducted on smart maintenance planning for productivity improvement. In addition, identifying the components for machine criticality assessment is equally important for research and industries to efficient planning of maintenance activities.

The purpose of this paper is to review the literature on self‐assessment processes and to identify the difficulties, benefits and success factors of the European Foundation for Quality Management self‐assessment model, analysing the importance of follow‐up.

First, the paper carries out a literature review on self‐assessment, and then it uses the case study methodology based on ten services provided by a public university in Spain to identify difficulties, benefits and success factors of self‐assessment.

The findings show, first, what the literature suggests on self‐assessment in general and for higher education, and second, the difficulties, benefits and success factors and the importance of follow‐up for successful self‐assessment.

The paper provides a literature review on self‐assessment and lessons for managers from other universities, or other public sector organisations, who wish to know the difficulties, benefits and success factors, and the characteristics of follow‐up.