Maryland Assessment Research CenterMARC
- Home
- Research
- Centers
- MARC
- Workshops and Conferences
- 2019 MARC Conference
2019 MARC Conference
The Nineteenth Annual MARC Conference
Enhancing Effective Instruction and Learning Using Assessment Data
Theory and Practice (Nov. 7th-8th, 2019)
Located at the Adele H. Stamp Student Union, University of Maryland, College Park, MD 20742
Click here to register
(Live streaming video will be available online after the conference for repeated viewing)
-
Jointly supported by the Maryland State Department of Education and the Maryland Assessment Research Center.
-
This conference has invited speakers to present new and emerging models and methods for psychometric analysis and applications.
Presentation Schedule
| November 7th (Thursday) | ||
| Morning Session I | ||
| 7:30-8:30 | Registration and Breakfast | |
| 8:30-8:45 | Welcome and Comments | Hong Jiao (University of Maryland) |
| 8:45-9:30 | Technology enhanced formative assessment increases the efficacy of the homework review process | Kim Kelly & Neil Heffernan (Worcester Polytechnic Institute) |
| 9:30-10:15 | Improving assessment and instruction with process data and learning analytics | Mingyu Feng (WestEd) |
| Break | ||
| Morning Session II | ||
| 10:30-11:15 | Using Assessment Data to Generate Individualized Learning Materials to Students: What We Learned from Developing the I-DAP | Ying Cheng (University of Notre Dame) |
| 11:15-12:00 | Evidence-based method for iterative online course engineering with students’ performance profile | Noboru Matsuda & Machi Shimmei (North Carolina State University) |
| 12:00-1:00 | Lunch | Grand Ballroom Lounge |
| November 7th (Thursday) | ||
| Afternoon Session I | ||
| 1:00-1:45 | A clinical-holistic approach to educational assessment for learning: Using multiple data sources and multiple methods. | Joanna Gorin (Educational Testing Service) |
| 1:45-2:30 | Learning Progressions-based Assessments to Guide Classroom Practices in Mathematics: Sources and Considerations for Validity Evidence | Leanne Ketterlin Geller (Southern Methodist University) |
| Break | ||
| Afternoon Session II | ||
| 2:45-3:30 | Using Diagnostic Assessment Data to Advance Student Success: Results from the Diagnostic Assessment and Achievement of College Skills (DAACS) Project | Jason Bryer (Excelsior College) & Heidi Andrade (University of Albany) |
| 3:30-4:15 | Designing Score Reports to Maximize Validity and Instructional Usefulness | Karen Barton & Audra Kosh (Edmentum ) |
| 4:15-5:00 | The Effects of a Formative Assessment Intervention on Student Understanding of Basic Mathematical Principles | Julia Phelan (University of California, Los Angeles) |
| November 8th (Friday) | ||
| Morning Session I | ||
| 7:30-8:30 | Registration and Breakfast | |
| 8:30-9:15 | Use of Learning Maps as an Organizing Structure for Formative Assessment | Neal Kingston (The University of Kansas ) |
| 9:15-10:00 | A Balanced Approach to Using Assessment Data to Enhance Instruction | Charlie DePascale (Center for Assessment ,NCIEA) |
| Break | ||
| Morning Session II | ||
| 10:15-11:00 | Leveraging ideas from adaptive testing to enhance adaptive learning: identifying features that work | Meirav Arieli Attali & Alina von Davier, ACT |
| 11:00-11:45 | Not All that Counts is Safe for Counting: Empirical Barriers to Collecting Learning Data for Assessment Purposes | Jacqueline P. Leighton (University of Alberta) |
| 11:45-12:00 | Closing Comments | Robert Lissitz (University of Maryland) |