Each of the four half-day sessions will be chaired and introduced by an internationally renowned expert. We are happy to announce our keynote speakers

 

Content

Prof. Joan Ferrini-Mundy, National Science Foundation (NSF), USA


Learning about Learning from PISA: Possibilities and Challenges in the Case of Mathematics 



 
Dr. Joan Ferrini-Mundy is the Director of the National Science Foundation’s (NSF) Division of Research on Learning in Formal and Informal Settings and is Acting Executive Officer of the Directorate for Education and Human Resources. As an Intergovernmental Personnel Act employee at NSF (January 2007 – January 2010) Dr. Ferrini-Mundy continues to hold her appointment at Michigan State University (MSU) as a University Distinguished Professor of Mathematics Education, where she is a professor in the Departments of Mathematics and Teacher Education.  

Dr. Ferrini-Mundy has served as Director of the Mathematical Sciences Education Board and Associate Executive Director of the Center for Science, Mathematics, and Engineering Education at the National Research Council of the National Academies. She directed the Michigan Department of Education Teacher Preparation Policy Study Group anc chaired the Michigan Mathematics High School Content Expectations Development Committee. From 1983-1999 Ferrini-Mundy was a member of the Mathematics Department at the University of New Hampshire, and in 1982-1983 she was a mathematics faculty member at Mount Holyoke College, where she co-founded the SummerMath for Teachers Program.  

Active in professional societies, Ferrini-Mundy has served on the Board of Directors of the National Council of Teachers, chaired the Writing Group for the National Council of Teachers of Mathematics (NCTM) 2000 Principles and Standards for School Mathematics, and served as a member of the Board of Governors of the Mathematical Association of America.  In 2007-2008 she served as an ex officio member of the President’s National Mathematics Advisory Panel, and co-chaired the Instructional Practices Task Group. Her research interests include calculus teaching and learning, the development and assessment of teachers’ mathematical knowledge for teaching, and mathematics education policy. 


Context

Prof. J. Douglas Willms, Canadian Research Institute for Social Policy, Canada


Aligning Data for Student Success: Connecting PISA with Measures of School Context



J. Douglas Willms is a Professor and Director of the Canadian Research Institute for Social Policy at the University of New Brunswick (UNB). He holds the Canada Research Chair in Human Development and is a Fellow of the Royal Society of Canada and the International Academy of Education.

He is the editor of Vulnerable Children: Findings from Canada’s National Longitudinal Study of Children and Youth, (University of Alberta Press, 2002) and the author of Student engagement at school: A sense of belonging and participation (Paris: OECD) and Monitoring School Performance: A Guide for Educators (Falmer Press, 1992).

Dr. Willms played a lead role in developing the questionnaires for Canada’s National Longitudinal Survey of Children and Youth (NLSCY) and the OECD’s Programme for International Student Assessment (PISA). Recently, Willms and his colleagues designed the Early Years Evaluation (EYE), an instrument for the direct assessment of children’s developmental skills at ages 3 to 6, and Tell Them From Me, an evaluation system for the continuous monitoring of school climate and student engagement and wellness.

Dr. Willms’s current interests include the examination of family, school and community factors that contribute to the health and well-being of children and adolescents, and the use of continuous monitoring for evaluating school reforms.


Methodology

Prof. Mark Wilson, University of Califormia at Berkeley, USA


21st Century Measurement meets 21st Century Competencies?





Mark Wilson is a Professor in the Graduate School of Education at the University of California, Berkeley. He is a Fellow of the American Psychological Association and founding Editor of the journal Measurement: Interdisciplinary Research and Perspectives.

His interests in measurement range from reforming the approach to measurement in education and, more broadly, across the social sciences, to innovations in mathematical and statistical modeling for measurement, to the policy and practical issues involved in educational and psychological assessment. These interests are founded upon the core practice of developing concrete assessments and assessment systems—these focus on educational applications, but also reach out into a broader range of areas including psychological and health applications.

In the last several years, he has published four books that illustrate the breadth of his expertise:

Constructing measures: An item response modeling approach is an introduction to modern measurement;

Explanatory item response models: A generalized linear and nonlinear approach (co-authored with Paul De Boeck of the University of Leuven in Belgium), introduces an overarching framework for the statistical modeling of measurements;

Towards coherence between classroom assessment and accountability is an edited volume exploring the relationships between large-scale assessment and classroom-level assessment.

Systems for state science assessment is the report of the National Research Council Committee on Assessment of Science Achievement that was co-chaired by Mark Wilson.


Trends

Prof. Raymond J. Adams, Australian Council for Educational Research (ACER), Australia


Trends: Are they an outrageous fortune or a sea of troubles?




Raymond Adams BSc (Hons), DipEd, MEd(Melb), PhD (Chicago), FACE .   Professor Adams is a Professorial Fellow of the University of Melbourne and an independent consultant who specialises in psychometrics, educational statistics, large-scale testing and international comparative studies.

He has a PhD in educational measurement and educational statistics from the University of Chicago and has published widely on the technical aspects of educational measurement.

He has been the International Project Director for the OECD Programme for International Student Assessment (PISA) since its inception. PISA is perhaps the world's largest and most significant educational research project. 

In addition to his directorship of PISA he has acted as a consultant to numerous large-scale assessment projects both in Australia and internationally.  He has served as chair of the technical advisory committee for the International Association for the Evaluation of Educational Achievement (IEA) and as Head of Measurement at the Australian Council for Educational Research (ACER). Ray Adams is currently chair of the expert advisory group guiding the development of Australian National Literacy and Numeracy tests, and he is chair of the ACER Psychometrics Institute.

His item response modeling software packages (Quest and ConQuest) are amongst the most widely used in educational and psychological measurement.