What We’re Up To: Center Presentations at NCME and AERA

Apr 04, 2024

Two of the big conferences in the assessment field occur simultaneously each April, and the dates (April 11-14) are upon us. Our associates are making a bevy of fascinating presentations. Here’s a quick rundown of what we’re doing, and when, at the meetings of the National Council on Measurement in Education (NCME) and the American Educational Research Association (AERA).

NCME:

Friday, April 12

Challenges and Innovations in Creating Interactive Reports of Student Progress and Growth (coordinated paper session)

  • Damian Betebenner (Assessment Reporting in Support of Student Learning)

Toward Balanced and Equitable Assessment Systems: Considerations for Implementation and Use (organized discussion)

  • Scott Marion

Subscores: A Practical Guide for Their Production and Consumption (coordinated paper session)

  • Chris Domaleski (How Do Various Stakeholders Use Subscore Information?)

Saturday, April 13

What Are Important Quality Criteria for Assessments in a Competency-based Educational Program? (organized discussion)

  • Scott Marion

Years of Learning: Relating Changes in Student Attainment to Time (coordinated paper session)

  • Damian Betebenner (Using Growth Norms to (In)Validate Years of Learning)

Approaches to Evaluating Item Quality (coordinated paper session)

  • Rebecca Kelley, Erika Landl, and Scott Marion (Evaluating the Implementation of New Hampshire’s Item Quality Criteria)
  • Erika Landl and Brian Gong (Extending the Evaluation of Item Quality in New Hampshire)

Equity by Design: New Models for Implementing Universal Design (coordinated paper session)

  • Cara C. Laitusis and Meagan Karvonen (A Case for Reimagining Universal Design in Assessment Systems)

Putting Research into Practice: Case Studies Developing Reporting Tools with Stakeholder Engagement (coordinated paper session)

  • Nathan Dadey and E. Caroline Wylie (What Does This Mean for My Next Unit? A Classroom Reporting Approach)

Sunday, April 14

Is Your Test Instructionally Useful? How Do You Know? (coordinated paper session).

  • Scott Marion (Instructional Utility of Assessments: A Conceptual Framework)
  • Carla M. Evans (Assessment Features That Impact Instructional Utility)
  • Nathan Dadey (An Instructional Utility Case Study: Considering the Louisiana Innovative Assessment Pilot)
  • Kyla McClure, graduate research assistant, University of Colorado-Boulder (and former Center intern) (Investigating Teacher Use of Benchmark Models to Improve Instruction in Utah).

Validating Assessment in a Multicultural, Pluralistic Context (coordinated paper session)

  • Suzanne Lane and Scott Marion (Validity Considerations for Culturally Responsive Assessments)

Educational Measurement, Fifth Edition: A New Approach (coordinated paper session)

  • Suzanne Lane and Scott Marion (Validity in Educational Measurement)

Moving from Accountability to Improvement: A Framework and Lessons from the Field (panel)

  • Chris Brandt and Juan Manuel D’Brot (A Framework to Improve Accountability, and Examples from the Field)

Instructing and Assessing Competencies for Future Success: Research from International Baccalaureate (coordinated paper session)

  • Chris Brandt (A Review of Creative Thinking and Implications for Assessment Design and Use)
  • William A. Lorié (Defining and Assessing Ethical Thinking in Cross-National Education Contexts)

Culturally Responsive Assessment in Classrooms and Large-Scale Contexts: Theory, Research and Practice (organized discussion)

  • Carla M. Evans, organizer, presenter

Surveys of/for the Measurement Community (paper session)

  • Brian Gong, discussant

AERA:

Friday, April 13:

Reconsidering Teacher Assessment Literacy: Evolving Trends and Practices in Education

  • E. Caroline Wylie and Margaret Heritage (Principles for Equitable Classroom Assessment)

Sunday April 14:

Toward Balanced Assessment Systems: Considerations for Implementation and Use

  • Scott Marion
  • Carla M. Evans and Erika Landl (State Practices and Balanced Assessment Systems)

Assessment Literacy and Professional Learning

  • E. Caroline Wylie and Margaret Heritage (Classroom Assessment and Assessment Literacy Practices to Support Equitable and Ambitious Teaching and Learning)
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