
Keynote Speaker: Dr. Trudy Banta



“Assessment for Improvement”
Room 1506
10 AM
Breakout Session 1and 2
Room 1307
1:00 pm - 3:00 pm
Breakout Session 1and 2
Room 1308
1:00 pm - 3:00 pm

Assessment Conference XVI
 Event rooms: 1506, 1307, 1308
 Restrooms


Mihaylo College
Breakout Session 1and 2
Room 2201
1:00 pm - 3:00 pm
OF BUSINESS AND ECONOMICS
O’ Brien Center, 3rd Floor
Breakout Session 1and 2
Room 2207
1:00 pm - 3:00 pm

APRIL 27, 2012
9AM to 4PM

 Event rooms: 2201, 2207
 Restrooms
Keynote Speaker:
Dr. Trudy Banta
Registration and
General Session
O’ Brien Center
9:00 am



Lunch & Student Panel
O’ Brien Center
12:00 pm
Wine Reception
O’ Brien Center
3: 15 pm
 Event rooms: O' Brien Center
 Restrooms
Mihaylo College of Business and Economics
California State University, Fullerton
CO-SPONSORED BY:
MIHAYLO COLLEGE
OF BUSINESS AND ECONOMICS
AssessmentConferenceBooklet_Final.indd 2-3
FACULTY
DEVELOPMENT CENTER
OFFICE OF
ACADEMIC AFFAIRS
4/20/12 11:07 AM
Assessment Conference XVI
Enhancing student learning through formative assessment
Agenda Overview
Time
Event
Location
9:00 – 9:30am
Registration
O’Brien Center
9:30 – 9:50am
Welcome & Announcements
O’Brien Center
9:50 – 10:00am
Break (make way to Classroom for Keynote)
10:00am -11:50am
Keynote Address – Dr. Trudy Banta
12:00 – 12:45pm
Lunch
12:20 – 12:50pm
Student Feedback Panel
12:55 – 2:00pm
Breakout Session 1
SGMH 1506
O’Brien & Terrace
O’Brien Center
 Designing Online Discussions for Dazzling Dividends
- Dr. David L. Baker
 Promoting Metadisciplinary Thinking and Metacognitive
Reasoning through Assessing General Education
Outcomes in Science via Concept Inventories and
Knowledge Surveys
SGMH 1308
SGMH 2201
- Dr. Edward Nuhfer, Dr. Steven Fleisher, Dr. Beth Hartung
 Direct Q & A with Dr. Trudy Banta
2:10 – 3:15pm
SGMH 2207
Breakout Session 2
 Making e-Portfolios Work for You: Course-Embedded
Assessment Made Easy
SGMH 1307
- Dr. Sara Johnson and Dr. Teeanna Rizkallah
 Knowledge Surveys Ten Years Later: An Instrument of
Proven Value
SGMH 2201
- Dr. Edward Nuhfer
 Driving Learning-Centered Teaching with Course-Specific
Student Course Evaluations
- Dr. Stephen Carroll
3:15 – 3:20pm
Break
3:20 – 4:20pm
Wine and Cheese Reception
SGMH 1308
O’Brien Center
2
Schedule
~ Session One ~
 Promoting Metadisciplinary Thinking and Metacognitive Reasoning through Assessing
General Education Outcomes in Science via Concept Inventories and Knowledge Surveys
Dr. Edward Nuhfer, Dr. Steven Fleisher, and Dr. Elizabeth Hartung
CSU Channel Islands.
Abstract
The Science Literacy Concept Inventory (SLCI) is a byproduct of a CSU System-funded collaboration between
ten faculty in five science disciplines at four California State University (CSU). It has already contributed to
the regional and national dialogue on science general education outcomes. The inventory avoids
dependencies on specific content knowledge, and is applicable in any institution. We have pilot- tested the
SLCI items in diverse courses at institutions across the United States. After using item response analysis to
remove unsuitable items, we distilled items into a reliable (Cronbach Alpha = 0.82) 25-item Inventory that is
taken online. Faculty (experts) score above 90%, and students (novices) score about 60% at significant
differences of P <.0001, which indicates good face validity. Our results indicate that few science GE courses
impart metadisciplinary awareness. Our pilot population revealed that whether students had no GE science
course, one, two, three, or four science courses, they did not exhibit significantly different abilities in science
literacy. We have recently been able to employ a knowledge survey of the same Inventory in conjunction
with the Inventory to measure and begin to teach metacognitive self assessment. Accurate self-assessment
is a trait of expert thinkers, and many students do it poorly. Overrating one's skills has such a strong
negative correlation (r = -.68) with actual performance that teaching accurate self-assessment may be one of
the best ways to improve student success.
Biographies
Edward B. Nuhfer is a Faculty Developer and Professor of Geology at the California State
University Channel Islands. He has received national awards in both areas. His professional
interests are faculty development, science literacy, & producing higher level reasoning in
college students.
Elizabeth Hartung is professor and chair of Sociology and Anthropology at CSU Channel Islands.
She also serves as Executive Director of the Henry L. “Hank” Lacayo Institute for Workforce &
Community Studies, where with her colleagues, she will develop a series of programs with
students and faculty that examine the intersection of workforce development issues and
community responses to them.
Steven Fleisher is a lecturer in the Psychology department at CSU Channel Islands. Dr. Fleisher is
involved in the CSU Symposium on University Teaching at CSU Channel Islands, most recently
delivering a paper on "From Post-Mortem to Grand Finale in Six Measures." with N. Moffett.
3
~Session One~
 Designing Online Discussions for Dazzling Dividends
Dr. David L. Baker, Public Administration
CSU San Bernardino
Abstract
Online discussions face an array of resolvable challenges. This interactive session will (1) review the
contributions that online discussions bring to distance learning, and (2) address pedagogical and managerial
issues that plague online discussions with strategies that instructors may readily employ. Session participants
will generate a list of their most pressing challenges regarding online exchanges for discussion. The goal of the
session is for participants to take away new strategies and tips that advance teaching excellence.
Biography
Dr. David L. Baker, Associate Professor, Department of Public Administration, joined CSUSB in
2005 after earning his doctorate from Arizona State University. Prior to coming to CSUSB, he
served California counties for 30 years. His research interests include the scholarship of
teaching and learning, public budgeting, and public management.
 Direct Q & A
Dr. Trudy Banta
Professor of Higher Education and Senior Advisor to the Chancellor for Academic Planning and Evaluation
Indiana University-Purdue University Indianapolis
-
Some pre-submitted questions include topics on:
o Exam questions – is it best to assess in a variety of ways?
o Considering other forms of assessment (group projects, portfolios, etc.)
o Guiding essay requirements to meet standards set by accrediting bodies
o Assessing ethics
o Value-added assessments
4
Schedule
~Session Two~
 Making e-Portfolios Work for You: Course-Embedded Assessment Made Easy
Dr. Sara Johnson, Associate Professor of Anthropology, and Dr. Teeanna Rizkallah, Business Communication
CSU Fullerton
Abstract
In this interactive session, participants examine the success of a variety of e-portfolio uses, including as a
vehicle to deliver summative and formative assessments. Participants will leave with tips on how to
incorporate the e-portfolio system into their curriculum.
Biography
I am a behavioral ecologist interested in primate and human life history. My main areas of
interest are evolution of primate and human growth, ecological variation and phenotypic
plasticity in growth and development, ecological variation in life course trajectories, including
fertility, health, morbidity, and mortality differentials among both nonhuman primates and
humans, baboon feeding ecology, food acquisition and production related to nutrition, societal
transformation and roles of the elderly among indigenous peoples, women’s reproductive and productive
roles in both traditional and nontraditional societies.
Dr. Rizkallah has a Bachelor’s degree in English from California State University, Long Beach,
and Master’s and PhD from the University of Southern California in medieval English
literature. She taught composition courses at USC for 10 years, and also served as the
Assistant Director of USC’s Writing Center for 4 years. Dr. Rizkallah has also been a freelance
consultant for both academic and professional writing since 1990. She has been a lecturer in the Business
Communication program at California State University, Fullerton since 2000
 Knowledge Surveys Ten Years Later: An Instrument of Proven Value
Dr. Edward Nuhfer, Dr. Steven Fleisher, Dr. Elizabeth Hartung
CSU Channel Islands
Abstract
Knowledge surveys (KS) are assessment instruments that consist of numerous, ordered items that provide
for interactive disclosure of both content and levels of thinking challenge (e.g., Bloom levels). They began as
an experiment in surveying students in order to gain course-level information about their learning that
student ratings forms failed to capture. The first author employed these for seven years prior to authoring
"The Knowledge Survey: A Tool for All Reasons." That publication, ten years ago, marked the time when we
understood that these provided a superb course organization tool that could provide a core for instructional
alignment and promote all of the "Seven Principles for Good Practices" for Undergraduate Education."
Recently, standardized concept inventories, such as the Science Literacy Concept Inventory have become
available. When paired with a knowledge survey constructed using the identical items of the inventory, the
results offer a way to diagnose student's self assessment skills at the beginning of a course.
5
~Session Two~
 Driving Learning-Centered Teaching with Course-Specific Student Course Evaluations
Dr. Stephen Carroll, English
Santa Clara University
Abstract
In this session, you will build an evaluation instrument to assess students’ progress toward the specific
learning goals of your course. SALG (Student Assessment of their Learning Gains) is a valid, reliable, FREE,
online instrument developed by the National Science Foundation to improve teaching by providing coursespecific, formative feedback on students’ learning gains and on the pedagogy responsible for those gains.
SALG drives learning by promoting alignment of objectives and pedagogy and by stimulating metacognition
and self-directed learning. A SALG for departments collects and analyzes data about department learning
goals while preserving faculty’s privacy and ability to adapt the instruments to their own classes.
Biography
Dr. Stephen Carroll is a lecturer at Santa Clara University. He has recently served as
Director of the Writing Program and Faculty Director of a Residential Learning
Community. He is the Primary Investigator on the National Science Foundation’s grant
to support Student Assessment of their Learning Gains (SALG).
Wine and Cheese Reception
O’Brien Center
3rd Floor
6
~Acknowledgements~
Special thank you to:
Steven Murray
Acting Provost/Vice-President for Academic Affairs
AVP Scholarships
Anil Puri
Dean
Mihaylo College of Business and Economics
Kim Tarantino
Associate Dean - Administration
Mihaylo College of Business and Economics
Assessment Conference Committee:
JoAnn Carter-Wells, Laura Marcoulides, Gerald Patton,
Chris Renne, and Melissa Simnitt
Ianacreate - David Brown
Program Design and Production
Ricky Glenn, Kim Ball, and Claudia Villanueva
TitanShops
Kit Richard, Matty Li, Alice Rodriguez, and Susan Aleksic
IT Consulting, Website Management, Event Coordination, and Photography
Mihaylo College of Business and Economics
Elizabeth Garcia, Neda Ghafourian, Maria Ongkowidjojo, Caroline Liang,
Eugenie Phan, and Shivani Chokshi
Business Honors Students
Mihaylo College of Business and Economics
7
~Notes~
8