Annual Assessment Faire

4th ANNUAL ASSESSMENT FAIRE

Date: TBD
Time:
Location:


Presenters from the 3rd Annual Assessment Faire on April 6, 2018

Photo of 2018 Assessment Ambassadors

COLLEGE OF ARTS AND LETTERS

Christopher Harris, Department of English

Fourth Wave Writing Assessment: Implications and Implementations
This presenter will discuss a growth model for writing assessment that examines key features of writing; encourages student participation; and closes the feedback loop by combining feedback, grading, and assessment. From 2010 to 2013, the English Department piloted this assessment model with stretch composition. This presenter will reveal the pilot assessment results and explain how certain features of the pilot assessment can be scaled to broader contexts to measure how student writing evolves during matriculation.

COLLEGE OF BUSINESS AND ECONOMICS

Kathryn Hansen, Department of Accounting

Assessing the Efficacy of the MBA Foundation Course in Accounting
MBA students who do not have business undergraduate degrees are required to take a foundation course in accounting.  Many of them take the core MBA accounting course in the next term.  Performance on the cases and final exam in the core class for those students who took the Foundation course are compared with those who did not.  This allows us to draw conclusions about the efficacy of the Foundations course.

CHARTER COLLEGE OF EDUCATION

A. Dee Williams, Department of Curriculum and Instruction

Formative Assessment and Dispositions in Teaching: A 360 Degree Approach to Teacher Development
Teacher success and failure in a classroom often comes down to “having the right dispositions - a person's inherent qualities of mind and character.”  This begs the question, which qualities are “right”?  Through both program and district-level teacher engagement we have identified the qualities that we are currently prioritizing. Through the use of Narrative Inquiry and Dialectical Pluralism we have developed a systematic approach to helping teacher candidates actively engage in the process of dispositional development. Using 1) self-assessments, 2) assessments from core stakeholders 3) reflective practice and 4) translation from theory to action, candidates and stakeholders co-construct an identity of professional teacher.

COLLEGE OF ENGINEERING, COMPUTER SCIENCE, AND TECHNOLOGY

Chengyu Sun, Department of Computer Science

Building Assessment Functions into LMS for Efficient and Sustainable Accreditation Processes
Dr. Sun will present an open-source web-based software system developed at the Computer Science Department that tightly integrates program assessment functions in a learning management system (LMS). The goal is to show that such a system can greatly reduce the time and resources required to collect, analyze, and present assessment data, so the institution can focus more on perfecting the assessment process and improving teaching and learning. Furthermore, building assessment functions into LMS, which many faculty and students use on a daily basis, also encourages and facilitates a continuous and sustainable assessment process.

RONGXIANG XU COLLEGE OF HEALTH AND HUMAN SERVICES

William London, Department of Public Health

Assessment as Instructional Activity: How I Apply Principles of Criterion Referenced Mastery Learning in My Teaching
Key elements of the criterion-referenced mastery learning philosophy (Gentle and Lalley, 2003) include: (1) clear mastery objectives, properly sequenced for transfer of previous knowledge to future lessons, (2) pre-established standards of achievement, (3) opportunities for student learning from unsuccessful efforts toward achievement, (4) expectations that students will achieve acceptable levels of competence, (5) enrichment activities that go beyond mastery levels of knowledge, skills, and principles, and (6) equitable grading procedures. The philosophy is difficult to implement within our traditional grading system and with underprepared students. This presentation addresses how Dr. London attempts to apply the philosophy and how he sometimes falls short.

COLLEGE OF NATURAL AND SOCIAL SCIENCES

Sharona Byrnes, Department of Mathematics

Mastery-Based Grading in the Calculus Classroom: Increasing Rigor, Improving Transparency, and Empowering Student Success 
In the current educational environment, professors face increasing demands for student-centric learning, measurable teaching and learning outcomes, and higher customer “satisfaction”. Find out how mathematics instructor Sharona Byrnes uses assessment in her Calculus classroom to maintain and increase rigor while meeting these increasing demands. By focusing on mastery of specific content and process standards, Professor Byrnes is able to more accurately gauge student learning, empower students to fail forward, and increase student confidence and preparation for further mathematics. Through low-stakes quizzes and rubric based grading students understand where they stand and have clarity on what they need to do next to accomplish their goals.

DIVISION OF STUDENT LIFE

Frangelo Ayran

Jennifer Miller

Carol Roberts-Corb

Assessing Student Life
The Division of Student Life provides various co-curricular resources and programs that are vital for Cal State LA student success and well-being. This session will discuss how the Division designed and implemented it’s collaborative approach to assessment and evaluation with an intentional alignment with the University’s strategic initiatives and institutional learning outcomes.

 

Presenters from the 2nd Annual Assessment Faire on April 12, 2017

COLLEGE OF ARTS AND LETTERS
COLLEGE OF BUSINESS AND ECONOMICS

Nina O’Brien, Ph.D.
Assistant Professor, Department of Management

Distinguishing Public Presentation Confidence and Competence of Undergraduate Business Majors
The ability to deliver effective oral presentations is related to both student competence and to student confidence, but these two constructs are rarely distinguished. This study analyzed data on the public speaking confidence and competence of students enrolled in the upper-division business communication course to determine whether students improved in each area, as well as to better understand the relationship between confidence and competence. The results show that students developed greater confidence in public speaking over the course, but did not significantly improve in their competence. Implications of these results and recommendations for curriculum design are advanced.

CHARTER COLLEGE OF EDUCATION

Elina Saeki, Ph.D.
Assistant Professor, Department of Special Education and Counseling

Evaluating Real Life Integration and Application of Content Knowledge
In COUN 5370: School Psychology Practicum, students select one PK-12th grade student at their fieldwork sites and implement an academic intervention, collect data, and analyze the data to measure their student’s academic progress. A grading rubric is used to evaluate each project component, ranging from 0 (unsatisfactory) to 3 (excellent). Dr. Saeki will discuss how the grading rubric is used to provide summative feedback to the students, as well as how data are used to analyze mastery of course objectives and program outcomes.

COLLEGE OF ENGINEERING, COMPUTER SCIENCE, AND TECHNOLOGY

Ni Li, Ph.D.
Assistant Professor, Department of Mechanical Engineering

Developing a Survey Instrument to Improve Students’ Learning
In EDSP 489: Demonstration of Instructional ME 3210: Kinematics of Mechanisms. Throughout the semester, students in ME 3210 are required to take different surveys: Pre-knowledge survey, Progressive survey, and Post-Exam self-reflection survey. Dr. Li will demonstrate how she uses these different types of surveys to help students achieve learning goals of the class, and improve their studying effectiveness.

RONGXIANG XU COLLEGE OF HEALTH AND HUMAN SERVICES

Jessica Morales-Chicas, Ph.D.
Assistant Professor, Department of Child and Family Studies

Making Assessment Fun and Interactive using Kahoot!™
Assessment of student learning is critical in teaching, but how do we make it fun and interactive? In my courses, I incorporate an online, interactive, and free game called Kahoot!. Through this online game, I generate questions about course content that students see projected in real-time. Students answer each question anonymously (e.g., using their phones) and compete for points based on accuracy. Collectively, we review and discuss the projected responses while also debunking misconceptions about incorrect answers. Through this group-based and low-stakes testing tool, I assess how well students learned the material and adapt future lessons accordingly.

COLLEGE OF NATURAL AND SOCIAL SCIENCES

Ji Son, Ph.D.
Associate Professor, Department of Psychology

Assessing (And Building) Transfer
What good is learning if is not useful in solving new problems? Dr. Son’s statistics exams are designed to mimic whole authentic situations that students may come across rather than stand-alone problems from textbooks. These exams are both difficult and practical for students because these exams are transfer exams, applying learned statistical ideas in new situations. These exams are useful for shaping students’ self-directed attention because (1) they illuminate for students the relevance of what they are learning and (2) point students to the skills they need to practice to have a useful understanding of statistics.

GENERAL EDUCATION

Michele Dunbar, Ph.D.
Associate Director of Institutional Research

Wayne Tikkanen, Ph.D.
Coordinator of General Education

Assessing GE in the Face of Changing Outcomes, Calendar, and Curriculum
Students’ perception of their GE learning outcomes achievement can help assess GE course contributions to student learning and the GE program. The GE Survey collects students’ rating of their achievement on each GELO for a select GE course they completed. The survey was refined for 2016 and 2017 administrations, coinciding with pre- and post-curriculum and Q2S changes. We will present an overview of the survey results from 2017 with 2016 comparisons. Results will show if the changed GE curriculum has improved students’ ratings of GELO achievement, especially for the new civic learning and diversity outcomes. Effects of administrative changes and direct assessment will be discussed briefly.