PowerPoint presentations from keynotes and breakout sessions will be posted as they become available.  Videos of the keynotes will be posted up on the main site.

 

Sept. 18 | Day One | Conference Materials

Assessment to Support Teaching and Learning 

Deborah Ball, William H. Payne Collegiate Professor and Arthur F. Thurnau Professor of Education, University of Michigan, and Lorrie Shepard, Distinguished Professor, University of Colorado Boulder.

An Innovative Model to Help Local Educators Learn to Use Formative Assessment Practices

Ellen Vorenkamp1, Kristy Walters2, Tara Kintz3, Margaret Heritage(1) Wayne RESA; (2) Corunna Public Schools (MI); (3) Michigan Assessment Consortium; (4) Heritage Consulting, Inc.

Context Matters: The Promise of Cultural and Community Validity in Assessment

Pohai Kukea Shultz1, Kerry Englert2, Kalehua Krug3, Keli’i Ruth1, Lindsey Miwa Ching1, Johnalyn Leilani Franco4 (1) University of Hawaiʻi at Manoa; (2) Seneca Consulting; (3) Hawaiʻi Department of Education; (4) Hawaiʻi Public Schools (HI)

Formative Assessment with Interactive STEM Simulations: Strategies Informed by Research

Kathy Perkins1, David Webb1, Jonathan Massey-Allard2, Karen Wang3 (1) University of Colorado Boulder; (2) University of British Columbia; (3) Stanford University

Integrating Learning Trajectories and Formative Assessment into Mathematics Instruction – The Ongoing Assessment Project (OGAP)

Marjorie M. Petit1, Elizabeth Hulbert1, Robert Laird1 (1) OGAP Math, LLC


Learning Progressions: Individual Paper Presentations

Improving English Learner Instruction & Formative Assessment: A Pilot Study of Teacher Implementation of Language Learning Progressions

Alison Bailey, University of California, Los Angeles; Margaret Heritage, Heritage Consulting, Inc.; Anne Blackstock-Bernstein, University of California, Los Angeles; Sandy Chang, Loyola Marymount University; Cindy H.Y. Lee, Stanford University; Eusebio Martinez, Greenfield Union School District; Beverly Eidmann, King City Union School District

Learning-Trajectory-Based Formative Assessment: A Collaborative Inquiry Between Teachers and Researchers

Alison Castro Superfine, University of Illinois at Chicago; Kathleen Pitvorec, University of Illinois at Chicago

Working at Scale on Diagnostic Classroom-Assessments on Learning Trajectories

Jere Confrey, North Carolina State University; Emily Toutkoushian, North Carolina State University; Meetal Shah, North Carolina State University

Using Learning Progressions to Support a Classroom Learning and Assessment System: The Learning Progression Framework​

Frederick Peck, University of Montana; Jessica Alzen, University of Colorado Boulder; Derek Briggs, University of Colorado Boulder; Raymond Johnson, Colorado Department of Education

Assessment for Curricular Efficacy

Angela DeBarger, Program Officer, William and Flora Hewlett Foundation; Erin Furtak, Professor of Science Education and Associate Dean of Faculty, University of Colorado Boulder; and Bill Penuel, Professor of Learning Sciences and Director of the National Center for Research in Policy and Practice, University of Colorado Boulder; with discussant Margaret Heritage, Consultant, Heritage Consulting Inc.

Classroom Assessment in Support of the Next Generation Science Standards

Alicia Alonzo1, Amelia Wenk Gotwals1, Kirsten Edwards(1) Michigan State University

Constructing Items to Support Classroom Assessment Diagnosticity

Laine Bradshaw1, Madeline Schellman2 (1) University of Georgia/Navvy Education, LLC; (2) University of Georgia

Developing Teacher Expertise in Formative Assessment: From Preservice to Teacher

Caroline Wylie1, Margaret Heritage(1) Educational Testing Service; (2) Heritage Consulting

Integrating Data from a Balanced Assessment System for Use with Individualized, Small Group, and Whole Class Instruction

Daniel F. Mix1, Kristen Huff1, Ellen Forte2 (discussant) (1) Curriculum Associates; (2) edCount

Standing on the Shoulders of Giants: A Framework for Authentically Involving Students in their Learning and Assessment

Scott Marion1, Carla Evans(1) Center for Assessment

A Sociocultural Approach for Building Classroom Assessment Literacy Across Multiple Contexts

Scott Marion1, Jeri Thompson1, Nathan Dadey1, Carla Evans1, Kadie Wilson2, Monica Ousley3, Wendy Stewman4 (1) Center for Assessment; (2) SAU 9 School District (NH); (3) Alabama Mathematics and Science Teachers Initiative; (4) Polk County Public Schools (FL)

Learning from the Arts to Advance Meaningful Assessment Experiences for Students

Capucine Chapman1, Barth Quenzer1, Amy Martinson1, Janelle Constance1, Debra Rhoer1, Jennifer Smith1, Elena Diaz-Bilello2 (1) Denver Public Schools (CO); (2) University of Colorado Boulder

Learning Progressions and NGSS
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Making Inferences from PBICs to the Learning Progression
A Learning Progression for Modeling Energy Flows in Systems
Developing Assessment Aligned with a Learning Progression
- Using Learning Progressions to Support Professional Learning and Formative Assessment Design with Teachers

Derek Briggs1, Jason Buell1, Rajendra Chattergoon1, Clarissa Deverel-Rico1, Mya Martin-Glenn2, Sandy Student1, Amy Burkhardt1, Kate Henson1, Kelsey Tayne1 (1) University of Colorado Boulder; (2) Aurora Public Schools (CO)

The Use of Learning Progression-Based Assessments with Students and Teachers

Aurora Graf1, Sarah Ohls1, Chad Milner2, and Bill Crombie3 (1) Educational Testing Service; (2) The Young People’s Project, Inc.; (3) The Algebra Project, Inc.

Using Design Principles to Measure Enactment in Project Based Learning

Alison Gould Boardman1, Robert Laurie2, Ashley Potvin1, Karla Scornavacco1, Kristina Stamatis1 (1) University of Colorado Boulder; (2) Poudre School District (CO)

Feedback as an Integral Part of the Self-Regulated Writing Intervention, Diana Akhmedjanova, University at Albany-SUNY; Heidi Andrade, University at Albany-SUNY

Peer-Led Professional Development about Classroom Assessment—Examples from the Colorado Professional Institute for Learning Online, Jessica Alzen, University of Colorado Boulder; Casey Kilpatrick, Colorado Education Association, Catherine Lee, Adams 12 Star School (CO); Brittany Osborn, Poudre School District (CO)

A Critical Review of Theory and Research on Student Self-Assessment, Heidi Andrade, University at Albany-SUNY

Creating Sustainable and Scalable Approaches for Enhancing Educators’ Assessment LiteracyChristopher D. Andrews, Indiana University; Edward Roeber, Michigan Assessment Consortium; Angela Landrum, Colorado Department of Education; and Jeri Thompson, Center for Assessment

“Oh, I Get It Now”. Closing the Research to Practice Gap in Assessment Literacy, Aarti P. Bellara, University of Connecticut; Alexandra Stone, University of Connecticut

Self-Regulated Learning and Classroom Assessment: An Integrated Framework with Proof of ConceptSarah M. Bonner, Hunter College; Peggy P. Chen, Hunter College, Brandon Milonovich, Ardsley High School (NY); Kristi Jones, High School of Hospitality Management (NY)

Gathering Response Process Validity Evidence and Influencing Classroom Instruction in the Process, Jonathan D. Bostic, Bowling Green State University; Hilary Steinmiller, Perrysburg Schools (OH); Gabriel Matney, Bowling Green State University; Toni Sondergeld, Drexel University; Gregory Stone, Metriks Amerique

Applying a Learning Progression Framework to Classroom Assessment in Elementary Science, Amy Elizabeth Cardace, Cornell University

Enhancing Monitoring Accuracy and Learning with Various Forms of Feedback on Learner-Generated Drawings, Zachary Feldberg, University of Georgia; Shelbi Kuhlmann, University of Georgia

Matching Models for Instructional Uses with Assessment DesignsBrian Gong, Center for Assessment 

Development and Empirical Recovery for a Learning Progression-Based Assessment of the Function Concept, Aurora Graf, Educational Testing Service; Peter W. van Rijn, Educational Testing Service

Assessment of Course-Based Undergraduate Research Experiences: What Do Students Learn?  Pamela Ann Harvey, University of Colorado Boulder

Characterizing Exam Questions Using the 3D Learning Assessment Protocol as a Way to Improve Course Design and Outcomes Assessment, Michael W. Klymkowsky, University of Colorado Boulder; Melanie M. Cooper, Michigan State University

Inside the New Black Box: Operationalizing and Measuring Student’s Responses to Teacher Feedback, Angela M. Lui, University at Albany-SUNY; Heidi Andrade, University at Albany-SUNY

Using Two or Multistage Formative Assessments: Effects of Cognitive Challenge, Student Preparation, and Group Interaction, Andrew Martin, University of Colorado Boulder

Improving Fairness of Classroom Assessment Through a Self-Administered Questionnaire: the Fairnessbarometer, Philipp Sonnleitner, University of Luxembourg; Carrie Kovacs, University of Applied Sciences Hagenberg

Using Performance Tasks to Measure the 4Cs, Sonya T. Stephens, Wake County Public Schools (NC); Spencer Ziegler, Wake County Public Schools; Mellisa Smith, Wake County Public Schools; Serena Halstead, Wake County Public Schools

Exploring the Relationships Between Learning Trajectory-Aligned Classroom Assessments and State-Wide Summative Assessments, Emily Toutkoushian, North Carolina State University; Jere Confrey, North Carolina State University; Meetal Shah, North Carolina State University

Transformation in Assessing Movement, Jessica Weber, Denver Public Schools and Jennifer Smith, Denver Public Schools

A Framework for Assessing Student Talk, Kerri Wingert, University of Colorado Boulder; Kris Kilibarda, Iowa Department of Education

Impact of a Complex, Performance-Based Algebra Assessment on Classroom Assessment, Jonathan Dings, Boulder Valley School District (CO)

One Framework, Two Cases, Many Pathways for Research, Brent Duckor, San José State University; Carrie Holmberg, San José State University; Mark Wilson, University of California, Berkeley

Effective Assessment in Music Education: Student Self-Assessment of Progress Towards Student-Friendly Learning Objectives, Mark Hudson, Colorado Christian University

Assessment-guided Decision-making in Prekindergarten: A Reconceptualization of Seminal PracticesP. Shawn Irvin, University of Oregon, Leilani Sáez, University of Oregon

Examining the Fidelity of Implementation of Formative Assessment for Young Children, Richard Lambert, University of North Carolina at Charlotte; Bryndle Bottoms, University of North Carolina at Charlotte

Teacher Perspectives on Student Mastery: Implications for Diagnostic Assessment Use and Design, Chelsea Nehler, University of Kansas

Collaborations to Promote Validity and Equity in Classrooms and Large-Scale Assessments, Bill Penuel, University of Colorado Boulder; Kerri Wingert, University of Colorado Boulder

Assessment Auditing for Improved Teaching & Learning, Holly Rutledge, Cobb County School District (GA)

Exploring Elementary School Teachers’ Approaches to Mathematics Assessment in Response to Diverse Groups of Students, Adelina Valiquette, Queen’s University

A Research-Practice Partnership Aimed at Improving Writing Outcomes via Implementation of Automated Writing Evaluation, Joshua Wilson, University of Delaware; Gaysha Beard, Red Clay Consolidated School District (DE); Yue Huang, University of Delaware; Charles MacArthur, University of Delaware

Performance Tasks for Deeper Learning: Meeting the Challenges, Douglas G. Wren, Virginia Beach City Public Schools (VA)

Sept. 19 | Day Two | Conference Materials

Making Assessment Responsive to Culturally and Linguistically Diverse Identities

Megan Bang, Professor of Learning Sciences, Northwestern University; Kalehua Krug, Educational Specialist, Hawai’i State Department of Education; with discussant Margaret Heritage, Consultant, Heritage Consulting Inc.

Using Performance Assessment to Demonstrate Educators’ Effectiveness
Summary

Edward Roeber1, Heather Vaughn Southard1, Kathy Dewsbury-White1 (1) Michigan Assessment Consortium

Enhancing Assessment Literacy: Two Textbook Authors Examine the Definition and Enhancement Tactics

Rick Stiggins1, Jim Popham2 (1) Assessment Training Institute, Pearson; (2) University of California, Los Angeles

Teacher, Assessment Director, and Researcher Perspectives on Implementing a Classroom Assessment Tool Based on LTs

Meetal Shah1, Norman Alerta3, Janice Noll3, Derek Briggs2 (Discussant), Jere Confrey (Moderator) (1) North Carolina State University; (2) University of Colorado Boulder; (3) Cherry Creek School District (CO)

A Teacher Learning Progressions Approach to Understanding and Improving Teachers’ Formative Feedback with English Learners: Empirical Studies with Preservice Teachers

Brent Duckor1, Carrie Holmberg1, Adria Patthoff2, Nicole Barnes3 (1) San José State University; (2) University of California, Santa Cruz; (3) Montclair State University


Math and Science: Individual Paper Presentations

Assessing Cognition in Mathematics to Inform Instruction: Evidence Needed to Support Inferences

Michele Carney, Boise State University; Katie Paulding, Boise State University

Asset- and Deficit-Oriented Language Use During Science Formative Assessment Co-Design Cycles

Caitlin Fine, University of Colorado Boulder

Development and Validation of the Perceptions of Science Classroom Assessment Student Self-Report Survey

James McMillan, Virginia Commonwealth University

Technology Mediated Classroom Assessment: Co-Design of Features and Tasks for Student Response Systems and Effective Pedagogy in Algebra

Jeffrey B. Bush, University of Colorado Boulder; Krista Marks, Woot Math

What’s the future for this conference?

Heidi Andrade*, University at Albany; Derek Briggs, University of Colorado Boulder; Sue Brookhart*, Duquesne University; Kristen Huff*, Curriculum Associates; Mark Wilson*, University of California, Berkeley; Caroline Wylie*, Educational Testing Service; facilitated by Lorrie Shepard, University of Colorado Boulder
*Members of the NCME Special Conference on Classroom Assessment Task Force. Other members are Neal Kingston, University of Kansas; Alison Bailey, University of California, Los Angeles; Jade Caines Lee, University of New Hampshire; Dale Whittington, John Carroll University