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
(Live streaming video will be available online after the conference for repeated viewing)
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Jointly supported by the Maryland State Department of Education and the Maryland Assessment Research Center.
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This conference has invited speakers to present new and emerging models and methods for psychometric analysis and applications.
Presentation Schedule
| November 7th (Thursday) | ||
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Morning Session I |
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| 7:30-8:30 |
Registration and Breakfast |
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| 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 | ||
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Morning Session II |
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| 10:30-11:15 |
Using Assessment Data to Generate Individualized Learning Materials to Students: What We Learned from Developing the I-DAP |
Alex Brodersen &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) | ||
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Afternoon Session I |
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| 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 | ||
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Afternoon Session II |
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| 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) | ||
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Morning Session I |
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| 7:30-8:30 |
Registration and Breakfast |
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| 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 | ||
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Morning Session II |
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| 10:15-11:00 |
Measuring Student Engagement as an Indicator of Student Agency and Voice within the Classroom Environment |
Stephen Murphy & Vicki Denmark (Cognia) |
| 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) |
| Slides will be available at the conference |
Leveraging ideas from adaptive testing to enhance adaptive learning: identifying features that work Note: This paper is not to be presented at the conference but will be included in the book. |
Meirav Arieli Attali & Alina von Davier ( ACTNext) |