NCME VIRTUAL SESSIONS
|As you are aware, NCME has determined that an in-person conference is not feasible for this coming September. While the loss of the conference certainly stings, we also realize how fortunate we are to be part of NCME each year and that the world is dealing with much more important matters right now. We are doing our best to keep us engaged and learning so that we can all do our best to keep measurement meaningful in these challenging times. Rather than scheduling an extensive number of sessions crammed into a 3 or 4-day period, NCME has determined that in addition to the virtual conference in September, we will also hold sessions throughout the summer. These sessions will be versions of coordinated sessions that had been accepted to be part of the 2020 conference.
At this time, we have created a schedule of sessions that we will hold in the month of June and are beginning to work on our schedule for the remaining sessions. For now, please put a hold on your calendar for the days and times below. As we move forward, further information on how you can participate in the sessions will follow as will additional information for the sessions later in the summer. Thank you to the entire NCME community for your support and patience during these unprecedented times. We look forward to seeing the faces of many old friends and colleagues in the upcoming virtual sessions.
|Psychometrics is Dead – Long Live Psychometrics: Measurement Still Matters
Tuesday June 16th 12:00 – 1:30 ET
Organized by André De Champlain, Medical Council of Canada
» Alina von Davier, ACTNext
» Richard Luecht, University of North Carolina Greensbor
» Hollis Lai, University of Alberta
» Han van der Maas, University of Amsterdam
Discussant: Andrew Maul University of California, Santa Barbara
Measurement science, like many other disciplines, has been, and continues to be, severely impacted by the ushering of the information age. Traditional stalwarts, such as episodically administered fixed form MCQ exams, are being challenged in an era when crystalized intelligence-based skills may no longer completely mirror the breadth of abilities expected in order meet the challenges and opportunities that define current times. Skills such as critical thinking, problem solving, creativity, adaptability and information literacy are being heralded as critical areas for development, and by extension, assessment. The aim of this coordinated session is to outline four areas of research that highlight how measurement science is evolving to continue to be relevant in this fast-changing landscape.
|Psychometricians Without Borders: Expanding the Reach of Excellent in Measurement
Tuesday June 23rd 12:00 – 1:30 ET
Organized by Michelle Boyer, Center for Assessment and NCME Mission Fund Chair
» Brian C. Leventhal, James Madison University
» Ren Liu, University of California, Merced
» Maria Vasquez-Colina, Florida Atlantic University
» Darius Taylor, University of Massachusetts, Amherst
Discussant: Brian Gong, Center for Assessment
The NCME Mission Fund was established to provide a means for donors to express their tangible support for NCME’s mission to advance the science and practice of measurement in education, and to provide individuals and organizations with financial support for projects, research, and travel that address this mission directly. Your generous donations provided funding for the Mission Fund’s first round of special initiatives designed to promote a broader understanding of high quality assessment practices and appropriate test use among diverse groups of assessment stakeholders. These initiative make important contributions to our field, expanding boundaries in how we, 1) recruit students to graduate programs in measurement, 2) communicate effectively with the public about high quality measurement, and 3) how we think about, and incorporate principles of diversity and inclusion in our approaches to testing. The results of these initiatives will be shared and discussed.
|Indicators of Educational Equity: Tracking Disparity, Advancing Equity
Tuesday June 30th 3:00 – 4:30 ET
Organized by Judith Koenig, National Academies of Sciences, Engineering, and Medicine
» Christopher J. Edley, University of California Berkeley
» Laura Hamilton, RAND
» Sean F. Reardon, Stanford University
» Natalie Nielsen, National Academies of Sciences, Engineering, and Medicine
Discussant: Andrew Ho, Harvard Graduate School of Education
In 2017, the National Academies of Sciences, Engineering, and Medicine appointed a committee to identify key indicators for measuring the extent of equity in the nation’s K-12 education system. The committee proposed 16 indicators classified into two categories: measures of disparities in students’ academic achievement, engagement, and educational attainment; and measures of equitable access to critical educational resources and opportunities. The primary objectives for this session are to disseminate the findings from this study and stimulate interest in doing the work needed to develop and implement a system of equity indicators.