In Event: Poster Session 6

Division H - Research, Evaluation and Assessment in Schools / Section 3: Assessment in the Schools

37. Inspiring Assessment That Promotes Learning: Preparing Teacher Candidates for New Teacher Evaluation Procedures - Whitney Elaine Wall Bortz, Radford University; Patricia B. Shoemaker, Radford University; Boyoung Park, Radford University

38. Comparability of Computerized and Paper-Administered Achievement Assessments in the Primary Grades - Catherine Welch, University of Iowa; Keyu Chen, University of Iowa; Ye Lin, University of Iowa; Heather Rickels, Iowa Testing Programs; Stephen B. Dunbar, University of Iowa

39. Contextual Factors That Affect Teachers’ Conceptions of Assessment: Findings From a Survey of Singaporean Teachers - Gavin W. Fulmer, National Institute of Education - Nanyang Technological University; Iris C. H. Lee, National Institute of Education - Nanyang Technological University; Kelvin Tan, National Institute of Education - Nanyang Technological University

40. Data-Based Decision Making, Assessment for Learning, and Diagnostic Testing in Formative Assessment - Fabienne Van der Kleij, Cito; Jorine Adinda Vermeulen, Universiteit Twente; Kim Schildkamp, Universiteit Twente; Theo Eggen, Cito

41. Do Interim Assessments Influence Teachers’ Grouping Methods? Evidence From a Randomized Controlled Trial - Feng Liu, American Institutes for Research; Jared Eno, American Institutes for Research; Gregory Chojnacki, American Institutes for Research; Arie J. van der Ploeg; Coby Meyers, American Institutes for Research; Shazia R. Miller, American Institutes for Research; Spyros Konstantopoulos, Michigan State University

42. Massachusetts School Classroom Environment Survey: Development and Validation of a Qualitatively Enriched Rasch-Based Instrument to Measure Teacher Practices Within Massachusetts Schools - Shelagh M. Peoples, Massachusetts Department of Elementary and Secondary Education; Claire Abbott; Elizabeth Davis; Robert Lee, Massachusetts Department of Elementary and Secondary Education; Kathleen Marie Flanagan, Massachusetts Department of Elementary and Secondary Education; Jennifer Malonson

43. Modeling Assessment Literacy of Beginning Teachers: The Contribution of Training and Conceptions - Adi Levy-Vered, Beit Berl College; Fadia M Nasser-Abu Alhija, Tel Aviv University

44. Teacher Stress, School Climate, and Teaching Practices in the Age of High-Stakes Testing - Nathaniel Paul von der Embse, East Carolina University; Stephen Kilgus, East Carolina University

45. Teachers’ Perceptions of Their Response-to-Intervention Skills as They Relate to Assessment, Instruction, and Intervention - Jarrett M. Landor-Ngemi, Southern University and A&M College

46. The Development of an Online Tool to Support Teacher Judgments Against National Standards - Charles William Darr, New Zealand Council for Educational Research

47. The Effect of Data Collection Schedules on Curriculum-Based Measurement Growth Estimates - Ethan Van Norman, University of Minnesota - Twin Cities; Theodore Christ, University of Minnesota; Scott Ardoin, University of Georgia; Tanya Eckert, Syracuse University; Mary Jane White, University of Minnesota

48. The Impact of an Interim Assessment Program on Educator Practice and Student Achievement: Uncovering the Processes at Work - Beth Morton, Center for Education Policy Research - Harvard University; Martin West, Harvard Graduate School of Education; Corinne M. Herlihy, Harvard University

49. Classroom Experiences of Students Preparing for a High-Stakes National Public Examination in Trinidad and Tobago - Jerome De Lisle, University of the West Indies; Sabrina McMillan-Solomon; Hazel Edwards, University of the West Indies; Rhoda Misty Mohammed, Ministry of Education, Trinidad and Tobago