Session information last updated: 4-1-2015

Strand 3 Sessions -- Monday, Monday, April 13 | |||||
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Strand 3: Advancing formative assessment as an integral tool for understanding student thinking and guiding instruction | |||||

84 | 104 ABC | General | Major Presentation | Advancing formative assessment as an integral tool for understanding student thinking and guiding instruction | |

Wedding Formative Assessment to Mathematics Instructional Frameworks: Something Old, Something New | |||||

Formative Assessment (FA) is an essential feature of effective mathematics instruction, but it is unlikely to take hold in mathematics instruction in U.S. schools if it is viewed as "one more thing for teachers to do." Fortunately, FA is intertwined with several other approaches to improving mathematics instruction, such as classroom discourse tools or CGI. It should be possible to exploit these relationships and use ongoing mathematics instructional improvement initiatives to drive progress on FA. In this session, I explore this idea using findings from a national survey of NCSM and AMTE members and a working meeting that explored FA and links to other mathematics instructional frameworks. | |||||

Lead Speaker: Edward Silver | |||||

90 | 156 A | General | Regular Presentation | Advancing formative assessment as an integral tool for understanding student thinking and guiding instruction | |

Justification & Explanation (MP3) | |||||

For students to become better creators of viable arguments, teachers should help them shape their arguments. ACT's progression of justification skills can be a tool in the classroom to assess where students are and where they need to go. The progression comes from ACT Aspire, built to assess CCSSM. | |||||

Lead Speaker: Ken Mullen | |||||

91 | 156 B | Intermediate (3 - 5) | Regular Presentation | Advancing formative assessment as an integral tool for understanding student thinking and guiding instruction | |

Using a Task/Question-Generating Tool for Formative Assessment of Understanding of Fractions | |||||

We have combined strategies for formative assessment with possible learning gaps that can be uncovered to design a tool that teachers can use to support their planning for ongoing assessment. In this session, participants will explore the use of this tool in the context of a specific lesson on fraction concepts. | |||||

Lead Speaker: Janie Schielack Co-Presenter: Dinah Chancellor | |||||

99 | 153 C | Elementary (K - 5) | Regular Presentation | ||

Moving Beyond the Core: Supporting Implementation of the Teaching-Assessing-Learning Cycle | |||||

How do we support teachers to create environments where students engage in mathematics with depth? Explore ways to structure professional development to plan and implement high cognitive demand tasks and ask assessing and advancing questions that take students Beyond the Core. The formative assessment process will be the foundation of the session. | |||||

Lead Speaker: Edward Nolan Co-Presenter: Juli Dixon Co-Presenter: Thomasenia Adams | |||||

105 | 106 | General | Regular Presentation | ||

Helping Students and Teachers Learn to Implement Formative Assessment Practices: Research Headlines, Resources and Tools | |||||

You can get more mileage from formative assessment by helping students learn to use the information gained. The FACETS project has completed five years of research and professional development helping teachers and students learn to effectively implement formative assessment. Learn about several research headlines, resources, and tools you can use. | |||||

Lead Speaker: Susan Janssen Creighton Co-Presenter: Emily Fagan Co-Presenter: Cheryl Tobey | |||||

110 | 156 C | General | Regular Presentation | ||

JUMP START Formative Assessment - A Resource for National Council of Supervisors Members | |||||

"Formative assessment" is defined in many different ways, but it primarily involves strategies to reveal information about student thinking that can be used to inform instruction. This session is an overview of JUMP START sessions for professional development that introduce formative assessment strategies to begin conversations among colleagues. | |||||

Lead Speaker: Jeane Joyner | |||||

118 | 157 B | General | Sponsor Showcase | ||

From Standards to Practice: Leading Teachers to Improve Student Understanding Through Formative Assessment | |||||

How do you lead teachers to think beyond today’s lesson plan and connect to the learning goals for their students? We’ll discuss how to monitor and respond to student feedback in order to move toward those goals. Learn valuable tips for integrating teaching practices, questioning strategies and technology into your own training with teachers. | |||||

Lead Speaker: Katie England | |||||

130 | 157 A | Middle (6 - 8) | Regular Presentation | ||

Engaging Kids in the Assessment Process | |||||

Research shows formative assessment has the power to significantly improve student learning. This session will provide easy to use models/strategies of effective formative assessment that guide instruction and move learning forward. This session will focus on engaging students during the learning process to make them accountable for their learning. | |||||

Lead Speaker: Debbie Duvall | |||||

135 | 153 B | High School (9 - 12) | Regular Presentation | ||

College AND CAREER Ready Math: Industry-Based Formative Assessment Lessons | |||||

ConnectEd has developed contextualized, industry-based mathematics formative assessment lessons that link concept development with workplace learning to build student engagement and opportunities for application and transfer. In this session, participants explore effective problem-based teaching strategies and industry-specific task design principles. | |||||

Lead Speaker: Kentaro Iwasaki | |||||

162 | 107 BC | General | Regular Presentation | ||

The Decisions and Shifts Required by the Common Core State Standards | |||||

Teachers are confronted with a significant change in K-12 education, due to the CCSSM. These shifts require changes in mathematics content, instructional practices, and the demands on students. The next generation assessments challenge students to think and do mathematics differently. Curricular and assessment tools will be introduced and shared. | |||||

Lead Speaker: David Foster | |||||

164 | 156 B | Elementary (K - 5) | Regular Presentation | ||

Connecting Formative Assessment & Teachers' Talk in PLCs to Understand Students' Thinking & Inform Instruction | |||||

This session will help coaches and teacher leaders work with PLCs in order to support teachers in understanding students’ thinking and diagnosing misconceptions. Participants will gain insights into how teachers’ use of descriptive talk when discussing students’ thinking and strategies may impact how effectively they design targeted interventions. | |||||

Lead Speaker: Crystal Lancour Co-Presenter: Jennifer Anderson | |||||

166 | 157 A | General | Regular Presentation | ||

Lesson Study: A Vehicle to Support the Intentional and Systematic Use of Formative Assessment in Classrooms | |||||

This session will feature the use of lesson study as one aspect of a K-8 district’s multifaceted approach to implement and support the intentional and systematic use of formative assessment in its classrooms. Attendees will engage in a variety of lesson study activities focused on supporting formative assessment practices in classrooms. | |||||

Lead Speaker: Marjorie Petit Co-Presenter: Mary Abele-Austin | |||||

178 | 105 | General | Regular Presentation | ||

Leading Teachers through Formative Assessment: Modeling Processes in Supervision and Professional Development | |||||

Research shows effective formative assessment practices have greater impact on student achievement than other interventions. How effective are your teachers at implementing formative assessment processes? In what stage of PRIME assessment leadership are you? Involve your teachers in the formative assessment process to advance their efficacy. | |||||

Lead Speaker: Katie England | |||||

186 | 157 C | Secondary (6-12) | Regular Presentation | ||

Developing Teacher Practices and Student Reasoning with Formative Assessment Lessons | |||||

Results from case studies of secondary mathematics teachers using Formative Assessment Lessons to develop students' mathematical practices show teachers’ emerging understanding of formative assessment and highlights differences in teachers' eliciting and leveraging of student thinking. I will share tools to support teacher planning and reflection. | |||||

Lead Speaker: Kimberly Seashore | |||||

188 | 152 | Middle (6 - 8) | Regular Presentation | ||

Using Professional Learning Communities to Improve Teachers' Use of Formative Assessment: Increasing Student Learning | |||||

Learn how Professional Learning Communities (PLCs) are utilized to help teachers improve their use of formative assessment in order to increase students’ mathematics learning. Participants will examine students’ responses, classroom vignettes, and notes from PLC meetings in order to discuss how formative assessment practices are being developed. | |||||

Lead Speaker: Marilyn Strutchens Co-Presenter: Megan Burton | |||||

190 | 153 B | Middle (6 - 8) | Regular Presentation | ||

Eliciting Mathematics Misconceptions: Validated Resources to Support Formative Assessment in Fraction and Decimal Topics | |||||

In this session participants will explore validated diagnostic assessments and support materials designed to help elicit commonly held misconceptions related to grades 4-6 CCSS rational number concepts and learn about the open source online environment developed to administer assessments and produce targeted reports on students’ misconceptions. | |||||

Lead Speaker: Pamela Buffington Co-Presenter: Cheryl Tobey Co-Presenter: Michelle Cerrone | |||||

Strand 3 Sessions -- Tuesday, Tuesday, April 14 | |||||

Strand 3: Advancing formative assessment as an integral tool for understanding student thinking and guiding instruction | |||||

204 | 106 | General | Regular Presentation | ||

Supporting Elementary and Secondary Mathematics Teachers' Formative Assessment Practices | |||||

This presentation is based on a professional development model that supports teachers’ formative assessment practices. We will provide examples of a range of high-level practices, share data on the types of practices teachers need help implementing, and engage participants in brainstorming strategies that could help support teachers. | |||||

Lead Speaker: Joanne Philhower Co-Presenter: Durrell Jones | |||||

215 | 153 B | Middle (6 - 8) | Regular Presentation | ||

PD Approaches to Using Student Work: Build Teacher Capacity to Assess Decimal Understanding and Target Instruction | |||||

Teaching struggling learners requires a deep and flexible math understanding and diagnostic approaches to identify students’ strengths/difficulties and target instruction. Experience PD activities that use student work and mathematics interviews to build teachers’ knowledge of decimals (CCSS), formative assessment probes, and instructional strategies. | |||||

Lead Speaker: Emily Fagan Co-Presenter: Amy Brodesky Co-Presenter: Cheryl Tobey | |||||

221 | 105 | Middle (6 - 8) | Regular Presentation | ||

Integrating Rich Tasks, the Mathematical Practices, and Classroom Discourse to Enhance Planning, Teaching, and Assessing | |||||

The practices for orchestrating productive mathematical discussion can guide all aspects of teaching including formative assessment. Using student work and classroom videos, participants will analyze how the teacher integrates these practices with rich mathematical tasks and the Mathematical Practices to produce deep mathematical understandings. | |||||

Lead Speaker: Elizabeth Phillips Co-Presenter: Yvonne Grant | |||||

223 | 107 A | General | Regular Presentation | ||

PARCC Update | |||||

This session will provide information about the recent PBA and Diagnostic Field Test administrations, the upcoming EOY administration, the standard setting process, and other information about the PARCC Mathematics Summative and Non-Summative Assessments. | |||||

Lead Speaker: Jim Mirabelli | |||||

227 | 156 C | General | Regular Presentation | ||

Using Five Key Strategies for Effective Formative Assessment to Promote Formative Assessment Strategies in Schools | |||||

The NCTM Research Brief Five "Key Strategies" for Effective Formative Assessment provides a comprehensive framework for formative assessment. This resource was the focus of our year-long work with teacher leaders and their work with colleagues in their buildings. What did we do, what did we learn, and what are implications for similar efforts? | |||||

Lead Speaker: Anurupa Ganguly Co-Presenter: Linda Davenport Co-Presenter: Connie Henry Co-Presenter: Peter Thorlichen Co-Presenter: Janamarie Sunkle Co-Presenter: Christy Connolly | |||||

237 | Exhibit Hall B1 NW | General | Regular Presentation | ||

Hot Topics Conversation Café | |||||

Table 1 Matt Larson: Structuring K-12 Interventions to Support the Access and Equity Principle Table 2 Linda Curtis-Bey: Building District Leadership Capacity Table 3 Karen Fuson: Balancing understanding and fluency at Grades K to 6 Table 4 Margaret Honey: Can Learning be Irresistible? | |||||

Lead Speaker: Beverly Kimes Co-Presenter: Matt Larson Co-Presenter: Linda Curtis-Bey Co-Presenter: Margaret Honey Co-Presenter: Karen Fuson | |||||

241 | 106 | Intermediate (3 - 5) | Regular Presentation | ||

Something to Talk About: Assessing Student Reasoning and Thinking | |||||

The CCSS Mathematical Practices require students to make sense of problems, reason abstractly and quantitatively, and construct viable arguments and critique the reasoning of others. At the heart of each of these practices is communication. Mathematics leaders and coaches will learn how to support teachers in assessing students’ math talk. | |||||

Lead Speaker: Le Vada Gray Co-Presenter: Genni Steele | |||||

247 | 157 A | General | Regular Presentation | ||

Learning Trajectories: A Researched-Based Lens for Enhancing Formative Assessment | |||||

This session will focus on how to bring learning trajectories and formative assessment together to provide a research-based lens for teachers to understand student thinking, make "on time" instructional decisions, and provide actionable feedback to students. | |||||

Lead Speaker: Caroline Ebby Co-Presenter: Marjorie Petit | |||||

248 | 157 C | Secondary (6-12) | Regular Presentation | ||

DESIGNING EFFECTIVE COLLABORATIONS AROUND LEARNING (DECAL): Amplifying Teachers' Informative Assessment Capacity | |||||

This session will support leaders in considering how the use of content-focused coaching videos and PLC rehearsals featuring problem-based lessons that are purposefully designed to promote productive struggle and attention to student thinking can amplify teachers' capacity to promote deeper learning outcomes in secondary mathematics classrooms. | |||||

Lead Speaker: Jamila Riser Co-Presenter: Michael Reitemeyer Co-Presenter: Robin Corrozi Co-Presenter: Janice McCarthy | |||||

265 | 156 C | General | Regular Presentation | ||

Smarter Balanced | |||||

Over the past several years, we have watched the national landscape change from mathematics assessments that were primarily multiple choice questions to assessments with a variety of item and task types. This presentation examines the purpose of different item types, and how the Smarter Balanced Assessment Consortium has used cognitive labs and analyses of student responses to ensure that the evidence elicited by each item type is well aligned to its intended purpose. | |||||

Lead Speaker: Shelbi K. Cole Co-Presenter: Kevin Liner | |||||

271 | 153 B | High School (9 - 12) | Regular Presentation | ||

Probing Student Understanding and Assessing for Learning in a Technology-Rich Classroom | |||||

Join us in this hands-on session as we encourage, elicit, and monitor responses to questions designed to probe and assess student understanding of mathematical concepts. In this learning experience we will view strategies to make students'- thinking more visible, and use technology as a tool to help inform and adjust instructional "next steps." | |||||

Lead Speaker: Ruth Casey Co-Presenter: Margaret Bambrick | |||||

Strand 3 Sessions -- Wednesday, Wednesday, April 15 | |||||

Strand 3: Advancing formative assessment as an integral tool for understanding student thinking and guiding instruction | |||||

301 | 104 ABC | General | Major Presentation | ||

Gauging Formative Assessment Through Productive AND Powerful Discourse | |||||

Everything students do to communicate (say, write, draw, gesture, etc.) in our classrooms provides evidence that can be used to assess student learning. A dual focus on what students learn about mathematics and mathematics discourse practices (productive discourse) and what students learn about themselves as people who know and do mathematics (powerful discourse) can help to gauge one's formative assessment practices. In this talk, I address productive and powerful discourse and illustrate what teachers learn and changes they make to their practice as they use these ideas to do action research in their classrooms. | |||||

Lead Speaker: Beth Herbel-Eisenmann | |||||

312 | 151 AB | General | Regular Presentation | ||

Measuring Academic Mindsets for Math: The Next Generation of Formative Assessment | |||||

Most assessments measure student knowledge and skills. But what about student mindsets -- their belief in their ability to do mathematics, their willingness to take risks in the classroom, their engagement with the content? This session will show how to gain a window into the underlying factors driving student effort as a tool for boosting performance. | |||||

Lead Speaker: David Dockterman | |||||

325 | 156 B | Middle (6 - 8) | Regular Presentation | ||

Effective Formative Assessment that Promote the Standards for Mathematical Practice | |||||

Effective formative assessment should support and improve student learning and instruction. This session will share examples of how middle school mathematics teachers implemented formative assessment effectively and engaged their students in the Standards for Mathematical Practice. Participants will create formative assessments for immediate use. | |||||

Lead Speaker: Jane Wilburne | |||||

327 | 157 A | Secondary (6-12) | Regular Presentation | ||

Mathematical Modeling with Strawberries and Videos | |||||

Come navigate the Digital Library and explore resources to complete a modeling problem. We will discover patterns and engage in problem solving without constraint, thus recreating modeling scenarios through real-life observations. Videos and problems can be used with educators to identify misconceptions and adapt pedagogy to the CCSS-M. | |||||

Lead Speaker: Sean Nank | |||||

340 | 107 BC | General | Regular Presentation | ||

Ready, Feedback, Action: Going Beyond Checking for Understanding! | |||||

This motivational and inspiring session is based in part on teaching and learning mathematics as an effective professional learning community. We examine three high leverage research affirmed formative assessment strategies that shape the work of mathematics teachers beyond checking for understanding and into meaningful action! | |||||

Lead Speaker: Tim Kanold | |||||

343 | 156 C | Secondary (6-12) | Regular Presentation | ||

The Art of Questioning: Transforming Your Professional Learning Community | |||||

Dylan Wiliam suggests that the important work of teachers is planning formative assessment questions to determine whether to make instructional adjustments during a lesson. When we analyze student work collaboratively, we build a toolkit of questions. Practice teaming to develop push and probe questions together to strategically serve all learners. | |||||

Lead Speaker: Jennifer Wilson Co-Presenter: Jill Gough | |||||

350.5 | 157 B | General | Sponsor Showcase | ||

Using Questioning Strategies and Dry Erase Boards to Enhance Formative Assessment Practices and to Increase Rigor: Incr | |||||

Presenters will model effective questioning strategies and exemplary techniques using dry erase boards, to increase student engagement and achievement. Attendees will be actively engaged in problem solving and ways to build increased understanding of essential mathematics concepts, while increasing rigor and engagement. Attendees will receive dry erase boards and more! | |||||

Lead Speaker: Dan Wilson Co-Presenter: Donna Knoell | |||||

363 | 151 AB | High School (9 - 12) | Regular Presentation | ||

Rich Mathematical Tasks as Formative Assessment | |||||

Effective mathematics teaching is more than teaching procedures - students must have opportunities to grapple with and make sense of rich mathematics. In this workshop we will explore the use of rich math tasks and collaborative inquiry as part of developing teachers’ formative assessment practices. | |||||

Lead Speaker: David Wees | |||||

368 | 104 ABC | General | Major Presentation | ||

Sustaining the Development of Classroom Formative Assessment with Teacher Learning Communities | |||||

While there is solid evidence that integrating minute-to-minute and day-by-day formative assessment into regular classroom instruction improves student achievement, there is much less evidence on how teachers can be supported to develop their practice in this way—changing what teachers do when students are present is much harder than changing what teachers do when they are not. In this presentation, Dylan Wiliam will summarize the results of a ten-year research and development program—involving thousands of teachers in hundreds of schools—showing how building-based teacher learning communities can support educators to harness the power of formative assessment to improve instruction. | |||||

Lead Speaker: Dylan Wiliam | |||||