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This article uses instructional design approaches to show how to make specific changes when writing and measuring our learning outcomes to capture what we are doing in our sessions. Unlike instructors with classes that develop over several months, we are faced with unique challenges when conducting one-shot instruction sessions. By focusing our attention on student satisfaction and learning, we see ways to improve those sessions for everyone involved. In this essay, we provide examples and discuss how to write effective learning outcomes to answer specific questions about learner satisfaction and what the participants learned. In addition, we suggest ways to reform the evaluation and assessment questions that we use to reinforce our lessons. These methods can be used in both online and face-to-face environments.  \nKeywords: learning outcomes; learning objectives; assessment; Kirkpatrick; ABCD Model; Likert scales; one-shot sessions; workshops  \nPerspectives edited by Carolyn Gamtso  \nTurnbow, D. & Zeidman-Karpinski, A. Don’t use a hammer when you need a screwdriver: How to use the right tools to create assessment that matters. Communications in Information Literacy, 10(2), 143-162.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s) . Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) .  \nDon’t Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment That Matters  \nIntroduction  \nImagine: You have been asked to teach a one-shot library workshop in a credit course.  \n(N.B.: For the purposes of this article, we will refer to time spent with learners as“workshops”; they could involve a stand-alone session, multi-part sessions, or one part ofan ongoing credit class.) You are unlikely to have access to student work after the workshop is over, but you would like to know how well the workshop went and what students learned. What would you do? Many of us use some kind of assessment tool and compare the answers against our stated learning outcomes for the workshop.  \nThere are numerous tools to determine if we have been successful and if students have learned something useful. The list includes surveys; pre-and post-tests; the “one-minute paper”(Cross, 1998; Grassian, 2001); student reflections; worksheets; “fist-to-five” or “give me five” (Fisher, 2007); short questions and answers; analysis of student bibliographies; and more. These forms of assessment are popular, they are quick, and we use them because we hope they prove that students are better prepared to complete an assignment after seeing us than they were before our session. While all of these tools are used with the noblest of intentions, we want to be clear about what they can realistically tell us about what actually happened during our instruction session. We believe that meaningful assessment of student learning, the kind that shows changes in information-seeking behavior, is nearly impossible to do in a one-shot workshop. We cannot teach every skill a student needs in one session, nor expect to quantify that the session changed how students do their research. Instead, we should focus our efforts on ","cbCaiqiOaSYM9Hww","https://ap.wps.com/l/cbCaiqiOaSYM9Hww","pdf",341946,"English","# Introduction\n## ABCD Model\n## Kirkpatrick Model\n## Writing Learning Outcomes\n## Reforming Assessment Questions","[{\"question\":\"Why are meaningful assessment efforts difficult for one-shot library workshops?\",\"answer\":\"Because instructors typically cannot change students’ research behavior after a single interaction, and they often lack access to student work once the session ends. The article argues that it is nearly impossible to quantify broad behavioral change from one-shot instruction.\"},{\"question\":\"How does the ABCD Model help librarians write learning outcomes?\",\"answer\":\"It provides a structured way to incorporate elements into learning outcomes so that workshop content becomes clearer and the questions to ask at the end of the session align with those outcomes.\"},{\"question\":\"What role does the Kirkpatrick Model play in assessing one-shot instruction?\",\"answer\":\"It guides assessment decisions by clarifying what can be evaluated given time and resources, helping librarians select appropriate measures across learner reactions, learning, and related outcomes.\"}]","Don’t Use a Hammer When You Need a Screwdriver - How to Use the Right Tools to Create Assessment That Matters | PDF"]