Despite a freezing wintry storm that closed schools in many parts of the state, more than 120 teachers and practitioners from across the state gathered at NYSUT headquarters Dec. 10 for a forum to help them better understand New York state's assessment process for grades 3-8.

"Putting the Pieces Together: A Forum for Teachers & Practitioners on New York State English Language Arts & Math Assessments" was co-sponsored by NYSUT and the State Education Department. Three breakout sessions offered insight on how to use state assessment data to inform classroom practice, how to use item response theory to determine the probability of a correct response, and how questions are weighted and cut scores are determined on statewide tests.

Chuck Santelli, NYSUT director of policy and program development, said the conference setting inside the Albert Shanker Conference Center was "appropriate." He noted that while the concept of testing was being bashed in the 1970s and 80s, Shanker - the legendary labor leader and intellectual - not only supported testing but also traveled around the world to study testing systems.

As "stakes get higher and higher," the impact testing now has on students is "dramatic," Santelli said.

Jean Stevens, associate commissioner of the state Education Department, said the aim of the conference was to help educators better understand assessment and data so the information could be translated into ways that improved classroom instruction and student performance.

In her workshop on how teachers could use assessment data to develop instruction, presenter Kimberly O'Malley ended her workshop by dividing the room into two teams for a game of "Assessment Jeopardy."

The game - modeled after the popular television quiz show - measured the educators' knowledge of how data is interpreted and used.

In the end, the team of teachers calling themselves the Bluebirds beat their opponents - who dubbed themselves the 'Psychos' in a good-natured jab at the psychometricians in the room - by a score of 225 to 25.

A panel discussion featuring a group of SED testing experts turned just as lively when the audience was given a chance to ask questions.

Nancy Hoskins, a fourth-grade teacher at Peru Intermediate School, questioned why the upcoming English Language Arts assessment is scheduled to begin the first full week back at school after holiday break. "They're still thinking Santa Claus and skiing," Hoskins said.

David Abrams, the state Education Departments assistant commissioner for the Office of Standards, Assessment and Reporting, said the early testing is necessary so SED can get the scores back by the end of the school year. He said many have questioned the mid-year timing. "These tests are a point-in-time exams, not end-of-term," Abrams said. "We don't want to run grades 3-8 testing into de facto Regents exams."

Suzanne Irish of the Queensbury Faculty Association questioned why many of the tests are three days long. She said it is not unusual for her to see some of her students "wilt" as the test enters its second or third day. Irish said the endurance issue is of particular concern when it comes to the testing of special-needs children - some of whom have difficulty sitting through the tests.

Several educators questioned the value of publishing test results and Abrams said the intent is to clearly report academic trends. "Data isn't good or bad. The data just is," Abrams said. "We need to be transparent. What you need to do is have those good conversations with parents" so they understand the test results.

Hoskins, a NYSUT Board of Directors member who is retiring after a 40-year teaching career at the end of this school year, said she hopes state Education Department officials take away from the conference "a sense of the frustration classroom teachers feel as they guide their children through these assessments."