CONFERENCE DESCRIPTION
ASSESSING AND MODELING COGNITIVE DEVELOPMENT IN SCHOOL:
INTELLECTUAL GROWTH AND STANDARD SETTING
Maryland Assessment Research Center for Education Success
At the Grand Ballroom, Stamp Student Union
University of Maryland, College Park, MD 20742
October 19 and 20, 2006
Registration and breakfast is from 7:00 to 8:30
First presentation is at 8:30
Last presentation on the 19th is completed at 5:30
Last presentation and closing remarks on the 20th are completed at 1:00
This conference presents a variety of papers that concern the theory and practice of implementing cognitive modeling into the arena of the assessment of student performance growth and the related issue of setting standards that make sense in that context. This problem area comes from a number of motivations including that of No Child Left Behind (NCLB) legislation, and the related interest in growth and the development of more sophisticated theories of cognitive development. The papers will focus on these areas of interest from both the standpoint of theory and the formal modeling of student longitudinal performance and the issues and solutions that need to be resolved in order to successfully engage in applications to the schools.
Conference participants, their affiliations, and title of their papers (where available)
Bejar, Isaac and Braun, Henry I. - Educational Testing Service
"Prospective Standard Setting"
Ferrara, Steve, Phillips, Gary, and Williams, Paul - American Institutes for Research
"Vertically Articulated Performance Standards to Create Knowledge and Skill Growth Profiles"
Junker, Brian - Carnegie Mellon University
"Content Trajectories through Grade 3-8 Mathematics Assessments"
McCall, Martha and Hauser, Carl - Northwest Evaluation Association
"Item Response Theory and Longitudinal Modeling: The Real World is Less Complicated than We Fear"
Miller, Kevin and Correa, Christopher - University of Michigan
"Shaping the river: Contexts of mathematical development and their > implications for assessment and standard-setting"
Reckase, Mark - Michigan State University
"Estimating Growth when Content Specifications Change: a Multidimensional IRT Approach"
Moody, Mark - Hillcrest and Mann and Schafer, William - MARCES and the University of Maryland
"Developing a Cognition-Based Assessment Domain at the State Level"
Stevens, Ron - IMMEX Project, University of California, Los Angeles
"A Value-Based Approach for Quantifying Scientific Problem Solving Effectiveness Within and Across Educational Systems"
Wiliam, Dylan - Educational Testing Service
"Once you know what they've learned, what do you do next? Designing curriculum and assessment for growth"
Kennedy, Cathleen A. & Wilson, Mark - University of California at Berkeley
" Using progress variables to map intellectual development "
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Funding for the conference in this series is provided by the Maryland State Department of Education.
MARCES is a Center in the Department of Measurement, Statistics, and Evaluation and is directed by Professor Robert W. Lissitz.
Inquiries regarding registration and Attendance should be directed to Mr. Ricardo Morales at 301-405-3629 or . Registration is required and includes a fee of $125 to cover some of the expenses including breakfast on both days and lunch on the first day. The registration form is on the WEB at: http://www.MARCES.org or at .
Other questions may be directed to Dr. Lissitz at .