Over our field’s 100-year-plus history, standardization has been a central assumption in test theory and practice. The concept’s justification
turns on leveling the playing field by presenting all examinees with putatively equivalent experiences. Until relatively recently, our field
has accepted that justification almost without question. In this talk, I present a case for standardization’s antithesis, personalization.
Interestingly, personalized assessment has important precedents within the measurement community. As intriguing as some of the
divergent ways in which personalization might be realized are in practice, these ways, however, suggest a host of serious issues that will
need to be addressed if personalized assessment is to avoid perpetuating past inequities and work toward the benefit of all.
Randy Bennett, Norman O. Frederiksen Chair in Assessment Innovation, ETS Research Institute
9:30 AM
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Large-group presentations seldom lend themselves to productive question-and-answer sessions. However, some conference participants want to ask questions that invite the speaker to clarify or comment in greater depth about portions of the presentation or to ask about issues the speaker did not address. Here’s your chance to have an informal conversation with today’s keynote speaker, Randy Bennett.
10:45 AM
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The Office of Assessment and Accountability (OEAA) offers robust reporting on assessment results. Come see what is provided when, and how to access student score results. This session will focus on score information available on the OEAA Secure Site, the Dynamic Score Reporting Site, and MiLearn.
Kate Cermak, MDE
Phoebe Gohs, MDE
Justin Tokarski, MDE
John Price, MDE
10:45 AM
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This session will focus on key components of MI-Access, Michigan’s Alternate Assessment. Topics covered will include: “Who should take MI-Access”, Alternate Content Expectations, 1% cap requirements and key MI-Access assessment administration topics. This workshop is designed for anyone involved with the MIAccess assessments.
Jerry Cullum, MDE
Dan Evans, MDE
10:45 AM
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Discover how Smarter Balanced Tools for Teachers can transform your classroom in this insightful session. Explore a suite of innovative resources designed to support instruction, enhance assessment practices, and personalize learning for every student. Learn practical strategies for leveraging these tools to improve student outcomes and streamline your teaching process.
Ellen Vorenkamp, MAC
10:45 AM
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This interactive session considers the formative assessment process in the context of protocols for teacher evaluation. The guiding question for the session will be “How can administrators provide instructional leadership in the formative assessment process while also honoring their responsibility to evaluate teachers according to their district’s observation protocol?” Presenters in this session will provide resources for attendees to analyze and opportunities for small group and whole group discussions. Attendees will leave the session with a clearer understanding of the formative assessment process and the extent to which it is captured in commonly used observational protocols. They will also have some practical strategies for future work.
Mary Helen Diegel, MDE
John Lane, MAC
10:45 AM
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Learn how the Wayne-Westland High School Instructional Coach Team began their FAME Team (Formative Assessment for Michigan Educators) journey and the growth their teams have made so far. Experience a variety of FAME strategies that have been implemented successfully in the classroom, while also preparing to boost the Formative Assessment Process in your schools.
Amanda Laidlaw, Wayne-Westland Community Schools
Stephanie Niedermeyer, Wayne-Westland Community Schools
John Ross, Wayne-Westland Community Schools
Julie Wakefield, Wayne-Westland Community Schools
10:45 AM
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This presentation will provide a thorough overview of the mathematics portion of the Michigan Early Literacy & Mathematics Benchmarks Assessments (ELMBA) and the Michigan Student Test of Educational Progress (M-STEP). The standards assessed, item types, and sample items will be reviewed. A discussion will be facilitated about implications to instruction based on school and district report results.
Kyle Ward, MDE
1:30 PM
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This session explores thinking about the integration of artificial intelligence technologies across all aspects of our education ecosystem with specific emphasis on AI tools that could augment our ability to assess highly personalized learning experiences and uncover student understanding that reaches for 21st- century skills and dispositions. These emerging explorations consider the potential benefits and risks. Session presenters include Michigan Virtual AI Lab presenters David Young, Director of Instructional Product Development, and Justin Bruno, AI Strategist. Michigan Virtual is dedicated to the ongoing study of AI in education and has offered their AI Integration Framework for School Districts • a rubric to outline key planning considerations around the use of AI in school districts.
Justin Bruno, Michigan Virtual
David Young, Michigan Virtual
1:30 PM
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Using the Early Literacy Assessment System (ELAS) Guide promotes implementation of balanced and instructionally useful assessment practice and systems to support literacy development. This session offers practical application for how the ELAS Guide can be used with Instructional Coaches to support a growing and expanded understanding of the role and purpose of assessment in the development of literacy.
Melissa Usiak, Livingston ESA
1:30 PM
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Embark on a journey through the highs and lows of our transformative experiences engaging in the TLAS Program during its first year. In this session, we candidly share the intricate tapestry of failures, resilient comebacks, and euphoric triumphs that shaped our learning journey as we worked our way through each Course Module. Would you like to find out if we were able to meet the requirements to become a Teacher Leader Assessment Specialist?
Ninette Soares, Farmington Public Schools
Julie Wakefield, Wayne-Westland Community School District
1:30 PM
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In this session you’ll have an opportunity to learn some strategies for effectively giving feedback to students, teaching students to give feedback to one another, and teaching students to self-assess. You’ll learn about the elements that must be in place for feedback to impact learning and examples will be shared.
Kristy Walters, Corunna Public Schools
1:30 PM
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In this clinic session, we will delve into a detailed data analysis protocol specifically tailored to local benchmark assessment data. The goal is to assist school districts and building leaders in identifying students who may not be progressing at the same rate as their peers. We will place special emphasis on specific student groups, including those with disabilities, from economically disadvantaged backgrounds, multilingual learners, and African American students —historically identified as underperforming. Our focused approach aims to equip attendees with the necessary tools to provide additional support to propel these marginalized students forward academically. This will go beyond mere compliance with grade-level standards; it seeks to identify students for targeted interventions and allocate resources to ensure equitable educational opportunities for all. Through empowering school leaders with the tools and knowledge to analyze data through an equity lens, our workshop strives to foster a culture of inclusive education where every student, regardless of background, can thrive. Join us as we embark on this journey towards creating more equitable learning environments for all students to excel.
Kaitlyn Billops, Birmingham Public Schools
Natalie Mootry, Northville Public Schools
1:30 PM
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This session includes an overview of the structure and content of the Digital SAT Suite of Assessments, including new tools and features to improve the in-school experience for students and test coordinators.
Brad Brunner, College Board
Terrence Ingram, College Board
Steve Reed, MDE
3:00 PM
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This session focuses on the importance of supporting students to make choices and take action to engage in the assessment process with a sense of agency and ownership. To center students and promote this sense of agency, teachers can develop specific actions and practices that promote opportunities for students to share their ideas and draw on their funds of knowledge. We will present the formative assessment process with a focus on specific capabilities for students. By empowering students to understand assessment criteria and self-assess their progress, equity, a sense of agency, and responsibility can be promoted in students’ learning journey. Formative assessment is an avenue that ensures education meets students where they are, helps them reflect their unique perspectives, and respects diverse backgrounds, creating an inclusive environment where all students can thrive.
Tara Kintz, Michigan Assessment Consortium
John Lane, Michigan Assessment Consortium
Kristy Walters, Corunna Public Schools
3:00 PM
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Wayne-Westland Community Schools recognized that assessment literacy and support from its Central Office and Building Administrators were critical to the creation and maintenance of a Balanced Assessment System. Using the book “Ten Assessment Literacy Goals for School Leaders” by Chappuis, Brookhart, and Chappuis as a guide, WWCSD developed an innovative professional learning plan to train their administrators for this work. Over the past year, they have implemented this plan, and now, they will share their processes, experiences, and outcomes resulting from this initiative.
Joe Orban, Wayne-Westland Community Schools
Nancy Schulz, Wayne-Westland Community Schools
3:00 PM
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Several equitable grading practices have ramifications to the approach individual classrooms, departments, buildings, and districts take on assessments. This clinic will provide an overview of leading equitable grading practices and how teachers across the country are employing them in their classrooms. The session will look at some of the pitfalls teachers experience and how to mitigate them. Participants will be asked to share how their current practices lend themselves to such an approach. The goal is for each audience member to leave with one practice to try or encourage others to try.
Nick Orlowski, CS Partners
3:00 PM
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Schools collect a variety of information regarding student achievement and social-emotional behaviors. However, this information regarding student functioning is typically analyzed and responded to in siloed buckets rather than through a holistic whole child view. An Early Warning System (EWS) can bring together critical data into one whole child view of school, grade, and student-level successes and needs. This session will show how to gather whole child data together including academic, attendance, social-emotional, and universal screening, to develop timely and meaningful school-wide, group, and individual student interventions. Examples of K-12 implementation of EWS will be provided.
Christine Russell, Oxford Community Schools
3:00 PM
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Chronic absenteeism is a growing concern in educational settings, impacting student performance and overall school success. This session delves into innovative strategies to reengage students and reduce absenteeism through effective and engaging classroom assessment practices. Participants will explore: œ The root causes of chronic absenteeism and its impact on student learning. œ The role of formative and summative assessments in fostering a sense of belonging and motivation among students. œ Practical techniques to design assessments that are meaningful, relevant, and engaging for diverse learners.
Sabrina Rudy, Wayne RESA
Carol Ann Paul, Wayne RESA
3:00 PM
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