NCSM - 2008 NCSM Annual Conference

2008 NCSM Annual Conference - Strand 5 Sessions

Information accurate as of 04/13/2008 -- subject to change

Conference Essentials
Keynote and Major Speakers Conference Overview Registration Hotel Information General Information Questions or Concerns 2007-2008 Sponsors Strand Descriptions

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Session Details
All Sessions Major Special Interest Monday Tuesday Wednesday Strand 1 Strand 2 Strand 3 Strand 4 Strand 5 Strand 6 Sponsor Showcase Technology Showcase

Strand 5 Sessions -- Monday, April 7, 2008


Strand 5. Supporting Assessments in Mathematics Education

8	10:15-11:15	GA Grand Ballroom D	All Grades	Regular	Supporting Assessments in Mathematics Education
	Evaluating Large-Scale Assessments: How Do I Know?
	Valid, useful large-scale assessment requires alignment among clear learning expectations, instructional practices, and assessments that are high quality, meaningful, and fair. Is your assessment system coherent, with teacher involvement, appropriate uses, and full disclosure? You can use a newly developed NCTM tool to find out. Handout provided.
	Speaker(s):	Linda D. Wilson, Self-employed, Washington, DC Kay Gilliland, NCSM Newsletter Editor, Mills College, Oakland, California Steven Leinwand, American Institutes of Research, Washington D.C. Michael J. Brown, Assessment Consultant, San Antonio, Texas Cathy Brown, Oregon Department of Education (retired), Redmond, Oregon

14	10:15-11:15	Wyoming (LA)	Grades 6-12	Regular	Supporting Assessments in Mathematics Education
	Re-Qualifying Special Education Teachers for High School Mathematics Teaching
	A discussion and report concerning the planning and delivery of professional development opportunities for special educators who had been identified as "not highly qualified" based on No Child Left Behind guidelines to refine their skills in algebra, geometry, probability, and statistics and become eligible to continue their teaching of secondary mathematics.
	Speaker(s):	Pat Lamphere-Jordan, Oklahoma State University, Stillwater, Oklahoma

36	11:30-12:30	GA Grand Ballroom D	Grades 6-12	Regular	Supporting Assessments in Mathematics Education
	Assessment Driving Technology
	Are your teachers reluctant to teach with graphing calculators, concerned that students will use the technology as a crutch if they do not know the mathematics first? Help teachers better use the power of technology by using assessment items that demand calculators, where students must know more than buttons to push. They must actually understand the mathematics.
	Speaker(s):	Pamela W. Harris, Independent Consultant, Kyle, Texas

46	1:00-2:00	GA Imperial Ballroom D	All Grades	Regular	Supporting Assessments in Mathematics Education
	Authentic Assessment Model for Instructional Practices
	The session informs mathematics education leaders about the balanced approach to assessment that allows leaders to evaluate programs and teachers to assess every child. A variety of assessment techniques and samples of students work will be discussed in the presentation.
	Speaker(s):	Galina Dobrynina, Wheelock College, Boston, Massachusetts

69	2:15-3:15	Arizona (LA)	Grades 6-12	Regular	Supporting Assessments in Mathematics Education
	Using Constructed Response Problems to Enhance Assessment and Increase Students' Connections to Mathematics
	An exploration of the use of student writing in problem solving for assessment that enables teachers to diagnose student understanding and design appropriate follow-up diagnostics as well as take advantage of students' mathematical knowledge.
	Speaker(s):	Annie Fetter, The Math Forum@Drexel, Philadelphia, Pennsylvania Stephen Weimar, The Math Forum@Drexel, Philadelphia, Pennsylvania

77	3:00-5:00	Sun Valley (LA)	Grades PK-8	Double	Supporting Assessments in Mathematics Education
	An Urban District Uses Assessment Data to Improve Instruction
	How are district leaders helping teachers use formative assessment to guide classroom practice? This session focuses on a professional development model where school leaders use classroom assessments to inform instruction. Participants will learn how teachers are trained on using assessments and descriptive feedback to close the achievement gap.
	Speaker(s):	Sharonda M. Harris, Milwaukee Public Schools, Milwaukee, Wisconsin Astrid G. Fossum, Milwaukee Public Schools, Milwaukee, Wisconsin

89	3:30-4:30	Tucson (LA)	Grades 6-12	Regular	Supporting Assessments in Mathematics Education
	Assessing Informal Proof: The Missing Bridge to Formal Proof in Geometry
	A case will be made for a structured geometry curriculum and an assessment program that includes the often-missing Van Hiele Level 2, so students have opportunities to develop an understanding of minimum sufficient conditions though empirical evidence before they are hurled into what is often the mystifying world of formal deductive proof.
	Speaker(s):	David McKillop, Making Math Matter, Inc., Truro, Nova Scotia, Canada


Strand 5 Sessions -- Tuesday, April 8, 2008

Strand 5. Supporting Assessments in Mathematics Education

108	9:15-10:45	Envoy (GA)	Grades 6-12	Extended	Supporting Assessments in Mathematics Education
	Developing Effective Descriptive Feedback with Classroom Assessments to Improve Student Achievement
	Experience the process mathematics coaches use with teachers to 1) identify key mathematics features, 2) anticipate misconceptions, 3) analyze student work samples, 4) give descriptive feedback, and 5) determine next steps for classroom instruction. There will also be a discussion on formative assessment research and increasing student achievement.
	Speaker(s):	Laura Maly, Milwaukee Public Schools, Milwaukee, Wisconsin Sharon Kolade, Milwaukee Public Schools, Milwaukee, Wisconsin

115	11:00-12:00	Idaho (LA)	Grades PK-5	Regular	Supporting Assessments in Mathematics Education
	Create High Stakes Assessments That Provide Rich Data to Inform Effective Instructional Strategies at Various Levels.
	Create conceptually rich tasks and multiple choice questions that align with the curricular outcomes and standards. Ensure appropriate interpretation of data to inform instructional strategies that will have students create their own representations, thereby constructing solid foundations upon which to build mathematical procedures and concepts.
	Speaker(s):	Renate Majeau, Government of Alberta, Edmonton, Alberta, Canada

130	2:15-3:45	Envoy (GA)	Grades PK-5	Extended	Supporting Assessments in Mathematics Education
	I Didn't Know They Knew That! Using Formative Assessment to Promote Children's Early Mathematics Development
	Formative assessment can reveal the thinking behind students' mathematics performance, helping teachers to deliver effective instruction. Learn how research-based assessment techniques, when used appropriately and well in K-3 classrooms, improve instructional outcomes and lay the foundation for students' later mastery of advanced mathematics concepts.
	Speaker(s):	Barbrina Ertle, Teachers College, Columbia University, New York, New York

141	2:45-3:45	GA Grand Salon	Grades PK-12	Regular	Supporting Assessments in Mathematics Education
	Forty-Five Years of International Comparisons in School Mathematics: What Have We Learned?
	Since the 1960s international studies of student mathematics performance have been undertaken. Described by acronyms such as IEA, SIMS, IAEP, TIMSS, and PISA, performance on the tests in these studies has been used by policy makers both to accelerate and quash reform. This talk discuses what we have learned from these studies and from public reactions to them.
	Speaker(s):	Zalman Usiskin, The University of Chicago, Chicago, Illinois


Strand 5 Sessions -- Wednesday, April 9, 2008

Strand 5. Supporting Assessments in Mathematics Education

164	8:00-9:30	GA Imperial Ballroom D	All Grades	Extended	Supporting Assessments in Mathematics Education
	The Power of Assessing Achievement AND Growth
	This session will detail the use of the Value-added Assessment System (PVAAS) used in Pennsylvania. The combination of achievement data and growth data provide richer insights into student learning than looking at only one of the measures. In addition, the session will deal with the projection methodology that is available from PVAAS. Details regarding growth models for Adequate Yearly Progress will be included.
	Speaker(s):	Jim Bohan, Lebanon Intermediate Unit 13, Lancaster, Pennsylvania

165	8:00-9:30	Idaho (LA)	Grades PK-5	Extended	Supporting Assessments in Mathematics Education
	Identifying Students for Early Intervention in Mathematics: Sharing Data from a Study of 1st and 2nd Graders
	Five districts in Delaware participated in a study where first and second graders were interviewed to discover what strategies most students used when given problems to solve. These districts took these data and devised an intervention plan based on what most first graders showed as strengths and weaknesses.
	Speaker(s):	Janet Parsons, University of Delaware, Newark, Delaware Joan Bieler, University of Illinois at Chicago, Chicago, Illinois

184	10:00-11:30	Rivera (GA)	Grades PK-5	Extended	Supporting Assessments in Mathematics Education
	Evidence of Understanding: Assessments That Support Instructional Decision-Making for Improved Student Learning
	Specific examples, teacher-created resources, and student work will illustrate how changing the focus from assessment as an ends to assessment as a beginning can improve instruction and student learning. Tools for creating assessments and for collecting, analyzing, and using information gained through purposeful assessments will be shared.
	Speaker(s):	Mary Swarthout, Sam Houston State University, Huntsville, Texas Susan Bohan, Education Service Center, Huntsville, Texas