Call for Proposals
Sept. 12–14, 2017 • University of Kansas • Lawrence, Kan.
The 2017 NCME special conference will center around the confluence of classroom assessment and large-scale psychometrics and related disciplines. Historically, different assessment perspectives regarding classroom assessment have operated in isolation. The purpose of this conference is to bring together the many voices and perspectives of experts and practitioners of assessment in order to improve student learning.
We are looking for proposals for conference sessions that will enhance dialog among a variety of perspectives. Examples of types of sessions that serve this purpose include, but are not limited to, the following.
- Panel discussions, in which participants with a wide variety of perspectives are interviewed by a moderator. These interviews should form a highly interactive discussion and not merely consist of the moderator going from panel member to panel member asking the same questions of each.
- Debates, in which multi-perspective teams argue the pros and cons of a particular issue.
- Individual or team demonstrations and posters/presentations, in which conference attendees from multiple perspectives talk to people demonstrating or presenting assessment approaches and tools and provide comments and questions. Perhaps we could use social media as part of this (suggestions are welcome).
- “Book Clubs”, in which the session leaders disseminate a paper a month before the conference and session participants read and discuss the paper.
- Video Galleries, in which participants display short videos to show classroom usage of an assessment approach.
- Multi-perspective case studies of district initiatives.
- Other – use your imagination to suggest approaches that foster communication!
Proposal submissions could also include ideas for an invited session – either nominations for keynote speakers or suggestions for the types of people the planning committee should identify as participants.
Session themes, include, but are not limited to the following (many of which have been used synonymously).
- Accessibility and equity in classroom assessments
- Assistive technologies
- Culturally relevant assessment
- Linguistic diversity
- Universal design for classroom assessment
- Uses of classroom assessments
- Assessment for learning
- Benchmark assessment
- Diagnostic assessments
- Formative assessment as a process
- Formative assessment tools
- Interim assessment
- Multi-tiered systems of supports
- Personalized instruction
- Assessment data gathering approaches
- Authentic assessment
- Instructionally embedded assessment
- Performance events
- Students as partners in classroom assessment
- Teacher-made tests
- Analyzing assessment results
- Context (for example, age, grade-level, content areas)
- Professional development
- Use of data displays
Experiential diversity is important to fostering dialog and all sessions should include participants with multiple primary backgrounds from the following list (or other additional relevant backgrounds).
- Classroom teachers
- District administrators
- District assessment coordinators
- District curriculum specialists
- Educational technologists
- Faculty members
- Games designers
- Professional development consultants
- School administrators
- Testing product managers
Financial Assistance for Teachers
NCME encourages the active participation of classroom teachers at our conference. In recognition of funding challenges teachers might face, we are offering a limited number of grants to classroom teachers participating in conference sessions. The grants will cover conference fees for classroom teachers and up to $1,000 per proposal in travel costs for the teachers. In order to be considered for such a grant, please indicate the participation of classroom teachers in your session on the proposal form and whether the proposal submission is contingent on funding.
Proposal Selection Criteria
Proposals will be judged by a panel of reviewers who consider the extent to which the following considerations are met.
- Focus is on the use of classroom assessment to improve student learning
- Participants will provide evidence supporting their positions
- A diverse set of professional discipline perspectives is provided, especially those of classroom teachers
You do not need to be an NCME member to submit a proposal or participate in a session. Please use our proposal submission form to submit your proposal online. The deadline for submissions is June 1, 2017. Notifications of acceptance will be sent by June 30, 2017.
- Session type must be provided. If you indicate “Other” as your session type, provide a one sentence description.
- Sub-theme must be indicated. If you indicate “Other” as your sub-theme, provide a phrase to describe your sub-theme.
- Title of submission should be a maximum of 15 words.
- Abstracts are limited to 300 words and should describe the focus of your session, address the perspectives that will be provided, and how the session will prompt participants to engage with one another.
- Organizer name should indicate your name as you want it to appear in the program.
- Organizer affiliation should indicate your affiliation as you want it to appear in the program.
- Organizer email is self-explanatory.
- Participants and their roles should present the name and affiliation of each participant and describe each person’s role in the session. If you are the organizer and are also participating in the session at the conference, you should provide that information here.
- Session participant background should indicate the multiple primary backgrounds represented by participants in the session. If you indicate “Other” as a background represented in the session, please provide a phrase to describe the background type.
Any questions about submissions can be sent to NCMEclassroom@gmail.com. We're looking forward to receiving your submissions and to a fantastic conference!