Skip to Search
Skip to Navigation
Skip to Content

University of Connecticut Neag School of Education Office of Assessment

Connecticut Assessment Forum (2010)

The 2010 statewide assessment conference, Student Assessment in Connecticut: Where We Are and Where We Are Going, was presented by the Connecticut State Department of Education in cooperation with the University of Connecticut’s Neag School of Education. The conference was held August 12 and 13 at the Marriott in Rocky Hill. PowerPoint presentations are archived below.

Conference Program

Download a PDF of the conference program


Comprehensive Assessment Systems - Dr. Pat Forgione from the Center for K-12 Assessment & Performance Management at Educational Testing Services, discusses the national context for a new comprehensive assessment system that will be in place by 2014.

Large-Scale Adaptive Testing – Dr. Stephen Sireci, from the University of Massachusetts at Amherst, shares adaptive technology in assessment.  

Key Initiatives

School Reform in Connecticut – The Connecticut Commission of Education, Mark McQuillan’s, describes activities around the Connecticut School Reform Initiatives which focus on achievement gaps and research aligned with national trends. {video}

Assessment to Inform Instruction and Intervention within an SRBI Framework - Dr. Michael Coyne offers how assessment can support informed instructional decision making within an SRBI framework by focusing on four purposes: (1) evaluation/outcome, (2) screening/benchmarking, (3) diagnosis, and (4) progress monitoring.

Responsiveness to Intervention and School-wide Positive Behavior Support – Dr. George Sugai highlights the elements that define responsiveness-to-intervention by describing the implementation of practices and systems of school-wide positive behavior support.

No Child Left Behind Act of 2002 (NCLB) – George Michna discusses some of the more favorable claims and criticisms of NCLB including the use of growth models, linking teachers to student performance, and key elements for educational accountability models in transition.

National Assessment of Educational Progress (NAEP) – Renee Savoie explains how this instrument yields a “a com­mon yardstick” will continue to play an important role in informing Connecticut education policy and practice.

Common Core State Standards for English Language Arts – Cristi Alberino, Joanne White and Amy Radikas shares an overview of these standards as implications for existing frameworks, programs and initiatives, and implications. 

Common Core State Standards for Mathematics – Gail Pagano, Shelbi Cole and Charlene Tate Nichols  offers how these standards were approved and implications for existing frameworks, programs, and initiatives.

Assessment Sessions

Assessment of Special Populations -  Joseph Amenta and Janet Stuck shares how Connecticut now has two alternate assessments for stu­dents with disabilities, the CMT/ CAPT Skills Check­list and the CMT/CAPT Modified Assessment System (MAS) and look at the data to better understand the students who have participated and potential implications for future instructional and assessment decisions.

Automated Short-Answer Scoring  - David Williamson’s provides an overview of some existing capabilities for automated scoring and test development as well as the procedures for establishing the quality of performance and transitioning into operational practice.

Changes in the MIST System – Tiwanna Bazemore and Mike Powell discusses how the Measurement Incorpo­rated Secure Testing (MIST) system provides online testing to several populations of students.

Connecticut’s Common Arts Assessment Initiative – Scott Shuler and Richard Wells shares how this initiative de­velops rich art and music units with embedded assess­ment to measure student learning of the standards at the district and school levels. {video}

Connecticut’s Fall Kindergarten Inventory: Policy and Technical Issues – Karen Addesso and Jessica Goldstein discusses the Fall Kindergarten Entrance Inventory is its use in policy issues, early childhood accountability, appropriate interpretation of early childhood assessment data, and the reliability and validity of teachers’ observations.

CREC K-2 Assessments – Dr. Tim Nee focuses on a collaboration which brings about assessments for preschool through grade 3.

CT Reports for CMT and CAPT Data – Abe Krisst gives a general overview of’s and some of the popular reports - roster report, vertical scale reports, and the new MAS reports – along with interpretation tips for CMT/CAPT data analysis.

Dos and Don’ts for CMT and CAPT Data Analysis – Steve Martin and Abe Krisst presents do’s and don’ts of data analysis by guiding one to finding legitimate and defensible ways to present test data. {video}

Formative Assessment in the Classroom – Dr. Megan Welsh provides an introduction to classroom formative assessment.

Metric’s Sigma System - Amy Schaefer, Lindsey Stringer, and Jeff Sun shares how quality data-driven decision making in school districts is possible with timely, accurate, and relevant data, free from the bounds of any single data source. 

SAS Tools for Districts – Michael Drutar discusses how using district data can improve efficiency, performance, and student learning.

Student Growth Models – Drs. Hariharan Swaminathan and H. Jane Rogers along with Mohamed Dirir and Norma Sinclair shares the development of vertical scales that go across grades for mathematics and reading while highlighting the  uses such as for accountability, program evaluation, and instructional purposes. {video}

Survey of Enacted Curriculum and Learning Progressions – Dr. Stephen Sireci provides information on the importance of alignment for facilitating proper assessment and instruction.

The Connecticut Benchmark Assessment System (CBAS)  - Gilbert Andrada shares the new developments in this program underway for the 2010-2011 school year.

The Connecticut Benchmark Assessment System (CBAS) Writing Assessment with Automated Essay Scoring - Tiwanna Bazemore’s and Mike Powell’s offers information on the CBAS writing task that uses an automated essay scorer to provide holistic and trait scores for student essays. 

The High School Capstone Project - Ann Gaulin and Marilyn Wagner-Janssen provides information on the Capstone Experience which is a culminating activity that provides a way for students to demonstrate the knowledge and skills they acquired during their secondary school years of education.

Panel Discussions

School Reform in Connecticut – Panel Members: Mark McQuillan (Commissioner of Education), Pat Forgione (ETS)
Members of the CT Assessment Technical Advisory Committee: Peter Behuniak, Bob Linn, William Mehrens, Joe Ryan, Hariharan Swaminathan {video}