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ICME12  TSG 33: Final program
Posted:
Jun 21, 2012 5:31 PM



********************************* Sent at the request of Michael Neubrand. ********************************* Topic Study Group 33 (TSG 33) for ICME12: Assessment and Testing in Mathematics Education
Cochairs: Michael Neubrand (Germany) michael.neubrand@unioldenburg.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  10.3012.00  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 teacherconducted 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. LivSissel Gronmo, Hege Kaarstein (Norway), & Paul Ernest (UK) (Strands 1 & 3)
Wednesday, July 11, Session 2  10.3012.00  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 nonrubrics. Martha Koch, & Christine Suurtaam (Canada) (Strand 2) 10:45  11:00 773 / Using learning progressions in largescale 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) 11.1512.00 Strand 1 (large scale): Analyses from special regions: 239 / Factors affecting mathematical literacy performance of 15yearold students in Macao: The PISA perspective. Cheung KwokCheung (Macau/China) 775 / A survey and analysis on 810year children's mathematics learning. He Fengbo (China) 1827 / Using largescale 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) 11.1512.00 Strand 2 (classrooms) Assessment in primary grades: 121 / Developing selfregulated learners using selfassessment 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) 11.1512.00 Strand 2 (teachers) Studies on teachers' knowledge: 892 / Prospective mathematics teachers' knowledge for teaching: Development of an instrument. Yasemin Esen, Erdinc Cakiroglu, & Yesim CapaAydin (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 TEDSM study: differences between three groups of key stakeholders. Hege Kaarstein (Norway)
Friday, July 13 Session 3  15.0016.30  Poster session in the plenary, then presentation of papers in divided strands
15:0015:25 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, & Jieun Lee (Korea) 1139 / Crossnational 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. YouChang Wu (China) 15.2516.30 Strand 1 (testing & learning) Tests as reflecting opportunities to learn: 885 / The evaluation system of highefficient mathematical learning for high school. Nan Zhang (China) 418 / How curriculum mapping of largescale assessment can benefit mathematics teachers. Ingrid Sapire, Belinda Huntley, & Yael Shalem (South Africa) 648 / The research on highorder 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) 15.2516.30 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) 15.2516.30 Strand 3 (test design) Appropriateness of items for goals of assessment: 237 / Assessments for collegebound 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. VargasVasquez XaabNop (Mexico)
Saturday, July 14 Session 4  10.3012.00  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 LianBang (China) 10:30  11:15 Strand 3 (tasks for tests) Construction of open tasks: 1385 / Using open ended questions in preassessment on understanding of 'big idea' about measurement. Ho Lee Gwang (Korea) 1426 / The challenges and issues regarding extended constructedresponse 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 JiYoung (Korea) 10:30  11:15 Strand 1 / 2 / 3 (general) Two broader aspects of using tests: 891 / Teachers' views of using an online, 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 629014610 Phone: (618) 4534241 [O] (618) 4578903 [H] Fax: (618) 4534244 Email: jbecker@siu.edu



