2013 NCSM Annual Conference

Strand 3 Sessions

Session information last updated: 4-13-2013

 
Strand 3 Sessions -- Monday, April 15, 2013
 
Strand 3: Assessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding


104  9:30 AM to
10:30 AM
Centennial BGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Turning Assessment into Instruction
Assessments should be used to inform instruction. Planning for assessing students is the beginning of a process that must also include follow-up and follow-through. This session will focus on strategies to turn multiple choice, fill-in, and open response questions into instructional moments through a set of standard questions.

 

Lead Speaker: Dean Ballard
Co-Presenter: Mary Buck

107  9:30 AM to
10:30 AM
Mineral B/CSecondary
(9 - 12)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

The Role of Supervisors in Supporting Formative Assessment in Secondary Classrooms
Supervisors and coaches have a role in providing guidance, feedback, and encouragement for secondary teachers to implement formative assessment. In this session we will discuss strategies to assist teachers in gathering information about students' thinking and reasoning, in using assessment information to modify instruction, and in supporting students in self-assessment.

 

Lead Speaker: Jeane Joyner
Co-Presenter: George Bright

111  9:30 AM to
10:30 AM
Capitol 2GeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Formative Assessment as the Key to Effective Teaching
The power of formative assessment for improving student learning is well established - provided it is well done. How does it work? Research evidence shows that successful performers in mathematics do not always remember precisely the many procedures they have been taught but have learnt to reconstruct and check them when needed. The ability to "debug" your own mathematics requires both conceptual understanding and fluency with the Common Core State Standards (CCSS) for Mathematical Practice - the foci of formative assessment embodied in the Mathematics Assessment Project (MAP) Classroom Challenges. These are being developed by the MAP, funded by the Bill and Melinda Gates Foundation, as tools to support teachers in meeting the professional challenges involved in making the CCSS a reality in their classroom. This talk will describe and illustrate the design of the Classroom Challenges and the linked Professional Development Support Modules, outlining ways they may be used.

 

Lead Speaker: Hugh Burkhardt

124  10:45 AM to
11:45 AM
Mineral APrimary
(PK - 2)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Using Assessment as the Road Map Through the Common Core State Standards
Charged with transitioning primary grades to the Common Core State Standards with minimal budgetary resources or time, assessments can be used to model high-quality mathematics instructional practices. Participants will examine assessment items, student responses, and scoring tools used to help teachers monitor student learning and drive instructional decisions.

 

Lead Speaker: Marcy Myers
Co-Presenter: Laura Hunovice

135  10:45 AM to
11:45 AM
ZirconiumMiddle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Understanding Student Learning to Assess Student Understanding
To effectively guide student learning, teachers must develop greater confidence in their own decision-making and expertise in classroom assessment. This interactive session will engage participants in several aspects of a professional development program designed to develop teachers' formative and summative assessment practices.

 

Lead Speaker: David Webb

141  12:15 PM to
1:15 PM
Centennial BGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Informal Opportunities for Assessment in K-5 Classrooms
Through video of K-5 teachers working with individuals and small groups we will consider how these moments are assessment opportunities. What questions do teachers ask? What do they look and listen for in students' responses? How can teachers create regular opportunities for these assessments? How do they inform their teaching?

 

Lead Speaker: Arusha Hollister
Co-Presenter: Megan Murray

142  12:15 PM to
1:15 PM
Centennial CPrimary
(PK - 2)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

It's the Work that Matters! Assessing Understanding Using Problem-Solving Tasks
The presenters will describe how their work with Professional Learning Communities developed and changed teacher ideas about assessment practices. A study of mathematical practices sets the stage for teacher discussions on quality tasks and student understanding. Participants will engage in collaborative dialogue about selecting tasks and analyzing student work.

 

Lead Speaker: Joneida Nelson-Generette
Co-Presenter: Lawson Anthony
Co-Presenter: Harold McCray

150  12:15 PM to
1:15 PM
Capitol 5GeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Rethinking Assessment: How Can We Retool It to Empower Our Use in Classrooms?
This session summarizes several presentations from ICME-12 illustrating how mathematics misconceptions and gaps can be better understood to change the face of classroom practice. Participants will work with tasks, items, learning progressions, data, and discuss how to use this information to reshape the way we think about and use assessments.

 

Lead Speaker: Pamela Paek
Co-Presenter: Richard Askey
Co-Presenter: Barbara Savage
Co-Presenter: Sean Nank

156  1:30 PM to
2:30 PM
Capitol 4GeneralMajor SpeakerAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Implementing the Common Core
Dr. Nathan Burroughs is a researcher at the Center for the Study of Curriculum at Michigan State University. His work focuses on issues related to educational inequality, with a recent emphasis on teacher preparation and opportunity to learn. Previously a researcher at the Center for Evaluation and Education Policy at Indiana University, he received his PhD in Political Science from the University of Georgia.

 

Lead Speaker: Nathan Burroughs

162  1:30 PM to
2:30 PM
Capitol 1Secondary
(9 - 12)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Pressing Pause: An Online Professional Development Model That Helps Teachers Take Time to Examine Student Thinking
Listening to student thinking during classroom teaching is challenging. Teachers struggle to generate questions that serve the dual purpose of learning more about the student's ideas while moving that student's thinking forward. This session describes online professional development that allowed us to craft and reflect on teacher-student problem-solving interactions asynchronously.

 

Lead Speaker: Max Ray
Co-Presenter: Valerie Klein

167  1:30 PM to
2:30 PM
TitaniumGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Reengaging Students in Mathematics: A Look Inside One Formative Assessment Strategy
Reengagement is grounded in the effective and intentional use of student thinking to forward learning. In this session, leaders will explore this strategy and experience a reengagement task. While not a familiar strategy, it has proven productive and inspiring for teachers as they deepen their thinking about formative assessment.

 

Lead Speaker: Valerie Mills
Co-Presenter: Dana Gosen
Co-Presenter: Geraldine Devine
Co-Presenter: Denise Brady

173  2:45 PM to
3:45 PM
Centennial AGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

How Do You Know If Your Professional Development Makes a Difference?
After the questions, "What do my teachers need to learn and how can they learn it?" comes the question: "How do we know the professional development we offered made a difference?" This session addresses processes and strategies that can be used to assess the impact of professional development.

 

Lead Speaker: Carolyn Felux
Co-Presenter: Marji Freeman

175  2:45 PM to
3:45 PM
Centennial CMiddle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Using Formative Assessment Strategies to Support Equitable Mathematics Practices and Increase Student Engagement
Assessment is often used to evaluate and separate students. It narrows instead of enhances a students' perception of their ability to do and succeed in mathematics. Come experience formative assessment strategies that allow all students to deepen their mathematics understanding, utilize multiple mathematical competencies, and affirm their learner identities.

 

Lead Speaker: Karen Mayfield-Ingram

178  2:45 PM to
3:45 PM
Capitol 5Secondary
(9 - 12)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Creating Meaningful Standards-Based Mathematics Assessments
Creating standards-based assessments supports understanding, monitoring, and reporting student progress. We describe a mathematics teacher leadership course that explored Marzano's recommendations for designing and scoring standards-based assessments. We share two assessment projects: one involving assessing English language learners and the other involving the modification of an algebra district assessment.

 

Lead Speaker: Frieda Parker
Co-Presenter: Jodie Novak
Co-Presenter: Kristy Bibbey
Co-Presenter: Amy Kassel
Co-Presenter: Kristin Cavalier
Co-Presenter: Jayne Wingate

179  2:45 PM to
3:45 PM
Capitol 6Primary
(PK - 2)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Formative Assessment: A Screening Tool/ Series of Interviews Informing Teacher Practice
Teachers and school districts across Delaware have the benefit of using a screening tool that both informs teacher practice and pushes understanding of student learning. This tool will be the framework for this session. Participants will watch video of interviews and also look at student data to make an action plan.

 

Lead Speaker: Janet Parsons
Co-Presenter: Eric Shane

192  4:00 PM to
5:00 PM
Capitol 5GeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Kentucky and the Improvement Framework: From Ideas to Implementation
Green River Regional Educational Cooperative, KDE, WKU, The Center for Leadership and Learning, and 240 administrators collaborated in a three-year CCSS implementation. The work focused on unwrapping standards, writing targets, assessments, and tasks. Professional Learning Communities were critical. Partners built a cohesive model by connecting formative assessment to instruction to benefit students.

 

Lead Speaker: Sandra Baker
Co-Presenter: Stephen Ventura

 
Strand 3 Sessions -- Tuesday, April 16, 2013
 
Strand 3: Assessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding


205  8:45 AM to
9:45 AM
Centennial BMiddle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

iPads: Creating Opportunities for Student Discourse
We will tell our stories of how we've been using iPads and video in middle school mathematics classrooms focusing on developing students' accountable talk and deepening students' mathematical practices. We will explore ways teacher leaders can assist teachers in creating an environment where student learning is sustained, validated, and challenged.

 

Lead Speaker: Erin Igo
Co-Presenter: Lori Marinucci

210  8:45 AM to
9:45 AM
Mineral F/GGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

How Coaching Conversations Around Student Work Have Improved Mathematics
Participants will examine assessment materials and activities used to improve instruction and student understanding of mathematics. Learn how teacher leaders have effectively used a cycle of rigorous tasks and student work samples in coaching conversations to improve instruction and student learning.

 

Lead Speaker: Astrid Fossum
Co-Presenter: Lee Ann Pruske
Co-Presenter: Cynthia Cuellar

211  8:45 AM to
9:45 AM
Capitol 1Middle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Supporting Teachers' Use of Effective Formative Assessment Practices: Examples from a Current Professional Development Program Addressing Common Barriers and Solutions
For many teachers, generic professional development about formative assessment is not enough to make substantive changes in teaching in the mathematics classroom. Come learn about very specific barriers to mathematics teachers' use of formative assessment practices and gain some tools to use with teachers to move them past these barriers.

 

Lead Speaker: Cheryl Tobey
Co-Presenter: Susan Janssen

220  10:00 AM to
11:00 AM
Quartz A/BGeneralTechnology ShowcaseAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Formative Assessment to Plan, Execute, and Monitor Progress for RtI Success!
Experience the power of using the Moving with Math Web-Based Assessment Suite to guide and improve mathematics instruction. RtI case studies will demonstrate how to use formative and summative reports to easily and effectively differentiate instruction, monitor progress, and provide accountability. Attendees will receive a FREE 30-day trial.

 

Lead Speaker: Nelson Palmer
Co-Presenter: Amy Johnson
Co-Presenter: Caryl Pierson

222  10:00 AM to
11:00 AM
Centennial AGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Ten Strategies for Making Questioning Central to Teaching: Assessing What Counts
Questions can make student thinking about the mathematics visible and enable teachers to shape their instruction accordingly. Questions can also push students to make connections and extend their learning. How can we help teachers make such questioning the norm in their classrooms and how can interactive dynamic technology help?

 

Lead Speaker: Tom Dick

228  10:00 AM to
11:00 AM
Mineral F/GMiddle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Developing the Use of Formative Assessment in the Mathematics Classroom: A Year's Journey
Join us as we share our experiences developing and strengthening the use of effective formative assessment in the mathematics classroom. Our professional development journey, highlighted by videos and pen casts of classroom experiences that reflect the professional development activities, will be presented.

 

Lead Speaker: Jennifer Henschen
Co-Presenter: John Staley

229  10:00 AM to
11:00 AM
Capitol 1Secondary
(9 - 12)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Students Unmotivated? Digging Deeper with Formative Assessment
Motivation is learned, social, adaptive, in the moment, and success matters. Strategically placed, well-designed formative assessments can motivate, build confidence, and improve learning. Strategies will be introduced to develop discourse, activate metacognition, improve engagement, determine progress on high level tasks, and provide starting points for individual and group instruction.

 

Lead Speaker: Linda Fulmore

231  10:00 AM to
11:00 AM
Capitol 4Primary
(PK - 2)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Beyond Right Answers: Assessing Understanding of Number Concepts
The Critical Learning Phases are essential stages of development in children's mathematical thinking, unrecognized by those who define progress as the ability to get right answers. When we assess the Critical Learning Phases, we determine what children do and do not understand which then enables us to provide the instruction students need.

 

Lead Speaker: Kathy Richardson

243  11:15 AM to
12:15 PM
Mineral B/CGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

ROSS TAYLOR PAST PRESIDENTS SESSION II NCSM Past Presidents Present a Fast-Paced Program on Profound, Practical Solutions to CCSS Challenges Faced by Mathematics Leaders: Focus on Assessment
Participants interact with former NCSM presidents and peers to address significant challenge and to produce a wealth of ideas that benefit leaders at all levels. This session is designed for new leaders and for experienced leaders who want new ideas.

 

Lead Speaker: NCSM Past Presidents Panel
Co-Presenter: Diane Briars
Co-Presenter: Shirley Frye
Co-Presenter: Timothy Kanold
Co-Presenter: Henry Kepner

249  11:15 AM to
12:15 PM
Capitol 4GeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Helping Teachers Connect Assessment of Numerical Proficiency and Classroom Instruction
For teachers to "assess what counts," they need information about what their students know, do not know, and should know. This session focuses on informing teachers about what students "should know," with attention to the Common Core recommendation for a balanced combination of procedures and understanding.

 

Lead Speaker: Marilyn Burns

253  2:30 PM to
3:30 PM
Capitol 5-7GeneralMajor SpeakerAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Assessing the Common Core Using Learning Trajectories to Inform Instructional Decision-Making
Dr. Jere Confrey is the Chief Mathematics Officer at Wireless Generation and a Joseph D. Moore Distinguished Professor of Mathematics Education at North Carolina State University. She is designing a middle grades digital curriculum and diagnostic assessments using wireless devices for rational numbers and learning trajectories. She served on the National Validation Committee on the Common Core Standards. She was Vice Chairman of the Mathematics Sciences Education Board, National Academy of Sciences (1998-2004). She chaired the NRC Committee, which produced On Evaluating Curricular Effectiveness, and was a coauthor of NRC's Scientific Research in Education. She was a co-founder of the UTEACH program for Secondary Math and Science teacher preparation program at the University of Texas in Austin, and was the founder of the SummerMath program for young women at Mount Holyoke College and co-founder of SummerMath for Teachers. Dr. Confrey received a Ph.D. in mathematics education from Cornell University.

 

Lead Speaker: Jere Confrey

254  2:30 PM to
3:30 PM
Quartz A/BGeneralTechnology ShowcaseAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Problem Solving and Assessment for the Common Core State Standards - K-5
Exemplars will demonstrate its new online resource for assessment and instruction featuring differentiated performance tasks created for and aligned to the Common Core State Standards. Material includes tasks for instruction and exploration as well as assessment. Rubrics, anchor papers, scoring rationales, and planning sheets are included. Participants can explore our library of tasks.

 

Lead Speaker: Ross Brewer

257  2:30 PM to
3:30 PM
Centennial BIntermediate
(3 - 5)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Designing Formative Assessments for Learning: Using Number Strings to Promote and Assess Mathematical Understanding
While high-stakes testing is increasing, little information reaches the teacher to guide instruction. "Number strings" are explicitly designed sequences of problems focused on a particular model or big idea. Critical is the carefully crafted relationship between the individual problems in the string.

 

Lead Speaker: Despina Stylianou
Co-Presenter: Kara Imm
Co-Presenter: Janan Hamm
Co-Presenter: Rachel Lambert

259  2:30 PM to
3:30 PM
Mineral AGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

The Common Core State Standards and Performance Assessment
Preparing students to meet the challenges of the Common Core State Standards includes the use of mathematics performance assessments for both formative and summative purposes. This session will share examples of their use and how to school and math departments should collaborate to improve instruction.

 

Lead Speaker: David Foster

264  2:30 PM to
3:30 PM
Capitol 3GeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Assessing and Developing Algebraic Thinking and Reasoning Methods
A set of algebraic reasoning assessment tools focusing on aspects of linearity (proportions) for K-3, 4-7, 8-10, and 9-12 will be presented, along with teachers' ranking of problem difficulty as compared to student performance (no match!) and recommendations of games, projects, and activities to enhance student learning, interest, and perseverance.

 

Lead Speaker: Carole Greenes
Co-Presenter: Mary Cavanagh

 
Strand 3 Sessions -- Wednesday, April 17, 2013
 
Strand 3: Assessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding


304  8:45 AM to
9:45 AM
Centennial ASecondary
(9 - 12)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Technology-Aided Assessment to Probe Understanding and Push Mathematical Thinking Forward
Technology-aided assessments need not be limited to multiple choice formats that overly constrain student responses. Technology can provide much richer opportunities to both probe student understanding and to push student thinking forward (hallmarks of formative assessment) without giving up many of the advantages of machine evaluation.

 

Lead Speaker: Gail Burrill
Co-Presenter: Tom Dick

306  8:45 AM to
9:45 AM
Centennial CGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Mapping the Way: Using a Learning Map to Analyze Assessment Data and Guide Mathematics Instruction
This session focuses on how education leaders can engage teachers in using assessments to help all students learn. Progress on a multi-state project developing innovative assessments linked to the CCSS will be described. Participants will engage in using a learning map that articulates the mathematics students learn to guide instruction.

 

Lead Speaker: Kelli Thomas
Co-Presenter: Alan Sheinker
Co-Presenter: Perneet Sood
Co-Presenter: Mari Flake

309  8:45 AM to
9:45 AM
Mineral D/EMiddle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

After the Professional Development Goes Away: Stories of Continuing and Scaling Up Formative Assessment Practices in Mathematics
At the conclusion of two years of professional development to improve mathematics instruction through learning about formative assessment practices, participating schools took very different next steps. Come learn about and discuss factors that contributed to successes and challenges of two schools that chose to continue and scale up this work.

 

Lead Speaker: Susan Janssen
Co-Presenter: Emily Fagan

316  8:45 AM to
9:45 AM
ZirconiumGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Form Follows Function: Changing Administrator and Teacher Beliefs About Formative Assessment
What structures support the effective use of Formative Assessment? Presenters will share work they have done with 32 school districts in Suburban Cook County. We will highlight project features that have helped administrators, teacher leaders, and teachers use formative assessments to reflect and change practice to improve student learning.

 

Lead Speaker: Margie Pligge
Co-Presenter: Nancy Mueller
Co-Presenter: Melanie Wertz
Co-Presenter: Joanne Baker

326  10:00 AM to
11:00 AM
Mineral B/CGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Preparing Your Teachers and Students for the Consortia Assessments
Are your teachers and students prepared for assessment items which provide evidence on proficiency to explain and apply mathematical concepts; perform procedures; frame and solve complex problems; construct viable arguments to support their reasoning; and analyze complex real-world scenarios using mathematical models to interpret and solve problems? We examine the steps necessary to accept this challenge.

 

Lead Speaker: Hank Kepner

334  10:00 AM to
11:00 AM
ZirconiumIntermediate
(3 - 5)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Engaging and Motivating Mathematics Problems, Tasks, and Activities
Encourage students to explore, collaborate, discuss and write about their mathematical thinking and ideas about meaningful problems and tasks. Ask good questions to promote thinking and to motivate students. Include mathematics assessment rubrics and relevant Common Core State Standards (CCSS) websites. Show how the CCSS for Mathematical Practice are used in each activity.

 

Lead Speaker: Edna Bazik
Co-Presenter: Sharon Rak

340  11:15 AM to
12:15 PM
Centennial BIntermediate
(3 - 5)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

The Complexity of Assessing for Depth of Understanding: What Are They Really Thinking?
Before we can design effective intervention experiences we must first determine students' depth of understanding, which is easier said than done. Join us for this interactive session as we examine a model used for assisting teachers in assessing for depth of understanding using conceptual webs to inform individual and whole class interviews.

 

Lead Speaker: Sandy Atkins

343  11:15 AM to
12:15 PM
Mineral B/CGeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

New Directions in Assessment: The PARCC Prototyping Project
In preparation for the PARCC assessment system, a coalition of mathematicians, mathematics educators, and K-12 educators, led by the Dana Center, is developing a set of prototype assessment tasks to inform the new assessment system. We will share examples of assessment and instructional tasks and discuss new directions in assessment.

 

Lead Speaker: Susan Hull
Co-Presenter: Cathy Seeley
Co-Presenter: Katey Arrington

348  11:15 AM to
12:15 PM
Capitol 3Middle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Helping Teachers Promote and Assess the Common Core State Standards for Mathematical Practice Using Rubrics
Research shows that when paired with formative assessment, feedback is one of the most powerful tools teachers can use to move student achievement. Participants will evaluate existing rubrics and see how they can be used as tools to assist teachers in developing their capacity for explicitly teaching the Standards for Mathematical Practice.

 

Lead Speaker: Joseph Biernat

352  11:15 AM to
12:15 PM
ZirconiumMiddle
(6 - 8)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Moving Beyond the Right Answer: Helping Teachers Develop Students' Mathematics Communication Skills
The Math Forum's rubric emphasizes a combination of good problem solving and strong mathematical communication. We score in six areas including interpretation, strategy, accuracy, completeness, clarity, and reflection. We'll share stories of our efforts to help teachers use our rubric to help their students develop stronger mathematical practices including communication skills.

 

Lead Speaker: Suzanne Alejandre
Co-Presenter: Erin Igo

355  2:30 PM to
3:30 PM
Capitol 5-7GeneralMajor SpeakerAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Summative Assessment in a Formative Feedback World!
Timothy D. Kanold is an award-winning mathematics educational leader. He is the former director of mathematics and science, and superintendent at Stevenson HSD 125, Chicago, Illinois. He is a past president of NCSM (2007-2009) and led the task force development of The PRIME Leadership Framework: Principles and Indicators for Mathematics Education Leaders. He has authored numerous articles and books on school mathematics and leadership over the past decade. His latest books include The Five Disciplines of PLC Leaders (Solution Tree, 2012) and What Every Principal Needs to Know about the Teaching and Learning of Mathematics (Solution Tree, 2012 with Briars and Fennell). Kanold received the prestigious international 2010 Damen Award for outstanding contributions to the leadership field in education from Loyola University Chicago and was a 1986 Presidential Award recipient for Excellence in Mathematics and Science Teaching. Kanold's blog, "Turning Vision Into Action," can be found at tkanold.blogspot.com

 

Lead Speaker: Timothy Kanold

356  2:30 PM to
3:30 PM
Quartz A/BMiddle
(6 - 8)
Technology ShowcaseAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Mathematics Digital Learning: The Ultimate Equalizer
Participants will understand the uniquely positive response that students have when given a digital solution that both provides fully adaptive instruction in their zone of proximal development with unprecedented access to immediate, corrective feedback that includes online access to live, certified U.S. mathematics teachers.

 

Lead Speaker: Janet Pittock

357  2:30 PM to
3:00 PM
Centennial AGeneralSpecial Interest GroupAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

PARCC Mathematics: An Interactive Progress Update (Overview)
A representative from The Partnership for the Assessment of Readiness for College and Careers, and 22-state consortium building assessments based on the Common Core State Standards, will share the latest news on the consortium's work around mathematics, allowing ample time for a question and answer period.

 

Lead Speaker: Twianie Roberts

359  2:30 PM to
3:30 PM
Centennial CSecondary
(9 - 12)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Using ACT Resources: Creating a Vision in the Common Core Era
Summative uses of ACT resources are important and well known, but what about the formative arena? Have you looked at our curriculum survey results? As a leader, you need to promote responsible use of diverse assessment data to learn something about your students and see patterns in your districts.

 

Lead Speaker: Ken Mullen

374  3:45 PM to
4:45 PM
Centennial AGeneralSpecial Interest GroupAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

PARCC Mathematics: An Interactive Progress Update (Q & A Forum)
This session is a Question and Answer forum following the Overview presentation by a representative from The Partnership for the Assessment of Readiness for College and Careers.

 

Lead Speaker: Twianie Roberts

376  3:45 PM to
4:45 PM
Centennial CPrimary
(PK - 2)
Oral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Using Web-Based Formative/Diagnostic Assessments and Reports to Help Teachers Understand How Children Learn Number Concepts and Inform Their Instruction
Our biggest challenge is helping teachers meet the needs of all students in the classroom. Come learn about web-based, formative/diagnostic assessments that provide teachers information needed to inform instruction. With professional development, these assessments and reports help teachers understand the mathematics they teach and how children learn number concepts.

 

Lead Speaker: Kim Bowen

380  3:45 PM to
4:45 PM
Mineral F/GGeneralSpecial Interest GroupAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

An Assessment System to Support Teaching and Learning: Overview and Update of the Work of the Smarter Balanced Assessment Consortium
The Smarter Balanced Assessment Consortium is developing a comprehensive assessment system that includes summative and interim assessments, and formative tools and processes. This session will provide a general overview of the assessment system and progress to date on the development of each component. An overview of the mathematics content and item specifications, sample items, and performance tasks will serve as a basis for thoughtful discussions about implications for mathematics curriculum and instruction.

 

Lead Speaker: Gail Pagano

383  3:45 PM to
4:45 PM
Capitol 3GeneralOral PresentationAssessing what Counts: Assessment Practices that Lead to New and Different Pathways for Deeper Levels of Understanding

Formative Mathematical Assessments, the Common Core, and Applications: Lessons from the International Congress on Mathematical Education (ICME-12)
How do formative assessments affect mathematical reasoning, curricula, and pedagogy? USA mathematical assessment representatives at the ICME-12 in Korea summarize lessons learned as they pertain to the Common Core State Standards. Impacts formative assessments have on students' abilities and perceptions of mathematics coupled with teachers' knowledge and interpretations will be discussed.

 

Lead Speaker: Sean Nank
Co-Presenter: Pamela Paek
Co-Presenter: Anne Collins