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Topic: ICME12 - TSG 33: Final program
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Jerry P. Becker

Posts: 13,406
Registered: 12/3/04
ICME12 - TSG 33: Final program
Posted: Jun 21, 2012 5:31 PM
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*********************************
Sent at the request of Michael Neubrand.
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Topic Study Group 33 (TSG 33) for ICME-12:
Assessment and Testing in Mathematics Education

Co-chairs:
Michael Neubrand (Germany) michael.neubrand@uni-oldenburg.de
Christine Suurtamm (Canada) suurtamm@uottawa.ca

Team Members:
Belinda Huntley (South Africa) huntley@stjohnscollege.co.za
Youngsuk Lee (Korea) leyoungsuk@hotmail.com
David Webb (USA) dcwebb@colorado.edu
Liv Sissel Grønmo (Norway) l.s.gronmo@ils.uio.no

Liaison IPC Member:
Johann Engelbrecht Johann.Engelbrecht@up.ac.za

The exhibits have been roughly assembled into
three partly overlapping strands for
presentation and discussion:

Strand 1 (room: TBA): Large scale assessment &
the implications for the development
of teaching and learning.
Strand 2 (room: TBA): Classroom assessment & developing students' and teachers'
knowledge.
Strand 3 (room: TBA): Task & test design: Various perspectives.

To allow as many participants to present as
possible, the schedule has plenary sessions
and sessions broken into the strands. (The
numbers indicate the ICME paper numbers.)

Tuesday, July 10,
Session 1 - 10.30-12.00 - all papers in the plenary

10:30 - 10:55 Opening remarks: Michael Neubrand and Christine Suurtamm
11:00 - 11:15 732 / Confronting the challenges in teacher-conducted assessment:
The case of Finnish mathematics education. Heidi
Krzywacki, Laura Koistinen, & Jari
Lavonen (Finland) (Strands 1 & 2)
11:15 - 11:30 1217 / Teacher change in classroom
assessment: The role of teacher
content knowledge in the design and use of
productive classroom assessment. David
Webb (USA) (Strands 2 & 3)
11:30 - 11:45 1082 / Surveying lower secondary
students' understandings of algebra
and multiplicative reasoning: To what extent do
particular errors and incorrect strategies
indicate more sophisticated understandings?
Jeremy Hogden, Margaret Brown, Robert
Coe, & Dietmar Küchemann (UK) (Strands 1, 2, & 3)
11:45 - 12:00 939 / The role of proof in the
education of teachers in mathematics.
Liv-Sissel Gronmo, Hege Kaarstein (Norway), & Paul Ernest (UK) (Strands 1 & 3)

Wednesday, July 11,
Session 2 - 10.30-12.00 - three papers in the
plenary, then presentation of papers
in divided strands

10:30 - 10:45 1066 /Teachers working
collaboratively to further develop their
assessment
practices in mathematics: Turning rubrics into non-rubrics. Martha Koch, &
Christine Suurtaam (Canada) (Strand 2)
10:45 - 11:00 773 / Using learning progressions
in large-scale mathematics assessments.
Pamela Paek (USA) (Strands 1 & 2)
11:00 - 11:15 403 / What is a good mathematics
test item? Belinda Huntley (South
Africa) (Strands 1 & 3)
11.15-12.00 Strand 1 (large scale): Analyses from special regions:
239 / Factors affecting mathematical literacy
performance of 15-year-old students in
Macao: The PISA perspective. Cheung Kwok-Cheung (Macau/China)
775 / A survey and analysis on 8-10-year
children's mathematics learning. He Fengbo
(China)
1827 / Using large-scale assessment data to
enhance the teaching of mathematics.
King Man Leung (Hong Kong)
952 / A trial assessment of abilities in
mathematics of students in Japan, Ryuici
Mizumarchi (Japan)
11.15-12.00 Strand 2 (classrooms) Assessment in primary grades:
121 / Developing self-regulated learners using
self-assessment in the primary mathematics
classroom. Lu Pien Cheng & Xi Teong Ying (Singapore)
563 / The extent to which primary assessments in
the U. S. engage students in representation.
Patricia Hunsader, Denisse Thompson, & Barbara Zorin (USA)
1155 / Quality assessment in a primary
mathematics inquiry classroom. Katie Makar, &
Kym Fry (Australia)
11.15-12.00 Strand 2 (teachers) Studies on teachers' knowledge:
892 / Prospective mathematics teachers' knowledge
for teaching: Development of an
instrument. Yasemin Esen, Erdinc Cakiroglu, & Yesim Capa-Aydin (Turkey)
474 / Assessment and evaluation - the linkage between knowledge and behavior of
novice mathematics teachers. Liora Hoch, & Miriam Amit (Israel)
899 / Categorizing mathematics pedagogical content knowledge items from TEDS-M
study: differences between three groups of key
stakeholders. Hege Kaarstein (Norway)

Friday, July 13
Session 3 - 15.00-16.30 - Poster session in the
plenary, then presentation of papers
in divided strands

15:00-15:25 Poster presentations
524 / An investigation and analysis on
mathematics academic ability in primary school in
China. Li Yang & Qiping Kong (China)
761 / Minority achievement gaps in mathematics
assessments. Latisha Cherree Square
(USA)
807 / Finding descriptive feedback in Japanese
1st grade mathematics classroom, Sae
Yamamoto (Japan)
881 / The analysis of mathematics teachers'
rating consistency change using Rasch
measurement in quadratic inequality descriptive
assessment item. Hye Mi Oh, & Ji-eun
Lee (Korea)
1139 / Cross-national adaptations of U. S.-Developed measures of mathematical
knowledge for teaching: The case of the Slovak Republic, Marcinek Tibor (USA) &
Partova Edita (Slovakia)
1806 / A study on the system of contents for
mathematics academic assessment in middle
school. You-Chang Wu (China)
15.25-16.30 Strand 1 (testing & learning) Tests as reflecting opportunities
to learn:
885 / The evaluation system of high-efficient
mathematical learning for high school. Nan
Zhang (China)
418 / How curriculum mapping of large-scale assessment can benefit mathematics
teachers. Ingrid Sapire, Belinda Huntley, & Yael Shalem (South Africa)
648 / The research on high-order mathematical
competence of primary students - Evidences
from Chinese 3rd grade students. Bai Yonxiao (China)
509 / Response to Treatment Intervention (RTI) in
the US: Identifying and monitoring the
progress of students who struggle in mathematics. John Woodward (USA)
15.25-16.30 Strand 2 (students' development) Assessing conceptual thinking
in the classroom:
1020 / Towards the students' appropriation of
assessment criteria. Leonor Santos (Portugal)
235 / Developing an alternative mode of
assessment for conceptual understanding.
Turegun Mehmet (USA)
989 / Assessing translation misconceptions inside
the classroom: A presentation of an
instrument and its results. Pauline Anne Therese Mangulabnan (Philippines)
15.25-16.30 Strand 3 (test design) Appropriateness of items for goals of
assessment:
237 / Assessments for college-bound students: A
comparative analysis. Dae Hong, &
Kyong Mi Choi (USA)
244 / Proportional reasoning problems: Current
state and a possible future direction.
Hartono Tjoe, & Jimmy de la Torre (USA)
248 / Assessing mathematical competencies using disciplinary tasks. Cheang Wai
Kwong, & Teo Kok Ming (Singapore)
255 / Learning to prove. A case of its
evaluation. Vargas-Vasquez Xaab-Nop (Mexico)

Saturday, July 14
Session 4 - 10.30-12.00 - Finishing the stranded
presentation of papers, then reporting
the strands' summaries and a final discussion in the plenary

10:30 - 11:15 Strand 1 (large scale) Context factors in large scale assessment:
1209 / Comparative study on mathematics
understanding and proficiency between U. S.
and Chinese 4th graders. Wo Zhonghe, Sha Jinrong,
Wei Jie, Li Lanying (China), & An
Shuhua (USA)
993 / Teacher profiles and high school mathematics achievement: What do we know
about the teachers of US Latino and ESL high school students? Angela Thompson
(USA)
374 / An experimental study on children's
intellectual development. Li Yuwen, Li Dongmei,
Li Xuemei, Wei Lixia, Wang Bing, & Li Lian-Bang (China)
10:30 - 11:15 Strand 3 (tasks for tests) Construction of open tasks:
1385 / Using open ended questions in
pre-assessment on understanding of 'big idea'
about measurement. Ho Lee Gwang (Korea)
1426 / The challenges and issues regarding
extended constructed-response questions:
Korean teachers' perspective. Rae Young Kim, & al. (Korea)
644 / Development and implication of descriptive
assessment in elementary mathematics
classroom in Korea. Kim Min Kyeong, Cho Mi Kyung, Hong Jee Yun, Joo Yu Ri, &
Lee Ji-Young (Korea)
10:30 - 11:15 Strand 1 / 2 / 3 (general) Two broader aspects of using tests:
891 / Teachers' views of using an on-line,
formative assessment system in mathematics.
Kaye Stacey, & Vicki Steinle (Australia)
1033 / Do we need entrance tests? Iveta Kohanova (Slovakia)
11:15 - 12:00 Report of strand summaries

Discussion conducted by Michael Neubrand and Christine Suurtamm

**********************************************
--
Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
625 Wham Drive
Mail Code 4610
Carbondale, IL 62901-4610
Phone: (618) 453-4241 [O]
(618) 457-8903 [H]
Fax: (618) 453-4244
E-mail: jbecker@siu.edu



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