Journal Articles
Koch, M. J. (2014). Approaches to integrating the provincial Grade 9 mathematics assessment into an effective classroom assessment strategy. Ontario Mathematics Gazette, 52(2), 30-34.
Suurtamm, C. & Koch, M.J. (2014). Navigating dilemmas in transforming assessment practices: Experiences of mathematics teachers in Ontario Canada. Educational Assessment, Evaluation and Accountability, 26(3), 263-287. doi: 10.1007/S11092-014-9195-0 PDF available
Koch, M.J. (2013). The multiple-use of accountability assessments: Implications for the process of validation. Educational Measurement: Issues and Practice, 32(4), 2-15. doi: 10.1111/emip.12015 PDF available
Koch, M. J. & DeLuca, C. (2012). Rethinking validation in complex high-stakes assessment contexts. Assessment in Education: Principles, Policy & Practice, 19(1), 99-116. doi:10.1080/0969594X.2011.604023 PDF available
Suurtamm, C., Koch, M. & Arden, A. (2010). Teachers’ assessment practices in mathematics: Classrooms in the context of reform. Assessment in Education: Principles, Policy & Practice, 17(4), 399-417. doi:10.1080/0969594X.2010.497469 PDF available
Suurtamm, C., Lawson, A. & Koch, M. (2008). The challenge of maintaining the integrity of reform mathematics in large-scale assessment. Studies in Educational Evaluation, 34(1), 31-43. doi:10.1016/j.stueduc.2008.01.003 PDF available
Zumbo, B.D., & Jennings, M. J. (2002) The robustness of validity and efficiency of the related samples t-Test in the presence of outliers. Psicológica: International Journal of Methodology and Experimental Psychology, 23, 415-450.
Book Chapters
Tierney, R.D. & Koch, M.J. (under contract). Privacy in classroom assessment. In G.T. Brown & L. Harris (Eds.). Human factors and social conditions of assessment (pp. xx-xx). London: Routledge.
Koch, M.J. & DeLuca, C. (2014). Rethinking validation in High-stakes assessment contexts. In T. Eggen & G. Stobart (Eds.), High-stakes testing in education: Value, fairness and consequences. New York: Routledge.
Recent Research Reports
Koch, M.J. & Dostaler, T. (2013). Review of the Ottawa Region MISA/PNC Teacher Collaborative Inquiry Initiative from 2005-2012: Final Report. Report submitted to Managing Information for Student Achievement Professional Network Centre (Ottawa Region).
Suurtamm, C. & Koch, M. J. (2013). Mathematics Curriculum Review: Learning Trajectories to Inform Curriculum Design & Pedagogy. Report commissioned by the Ontario Ministry of Education.
Koch, M.J. & Hillman, T. (2011). Using new technologies in intermediate classrooms project report. Ottawa, ON, Canada: Report commissioned by Managing Information for Student Achievement Professional Network Centre (Ottawa Region).
Suurtamm, C., Koch, M., Graves, B., Vézina, N., Berger, M. J., Forgette-Giroux, R., & Maltais, C. (2006). Studies of the implementation of the Early Reading and Early Math Strategy - Final report. Ottawa, ON, Canada: Report commissioned by the Ontario Ministry of Education.
Koch, M. & Suurtamm, C. (2005). Studies of the implementation of the Early Reading and Early Math Strategies: Web-based questionnaire summary report. Ottawa, ON, Canada: Report commissioned by the Ontario Ministry of Education.
Recent Conference Presentations
Koch, M.J. (2015, February). What makes a professional learning initiative successful? Participating teachers share their insights. Paper presented at the Western Canadian Association for Student Teaching (WestCAST), Saskatoon, SK, Canada.
Koch, M. J. & Dostaler, T. (2014, May). Top-down or bottom-up: Approached used to identify inquiry topics in practitioner research. Paper presented at the meeting of Canadian Society for the Study of Education, St. Catharines, ON, Canada.
Koch, M.J. (2014, April). Formative assessment, teachers' professional judgement, and collaborative work. In C. Suurtamm (Chair). The teacher's role in formative assessment: Finland, Canada, & US. Symposium conducted at the meeting of National Council of Teachers of Mathematics Research Conference, New Orleans, LA.
Koch, M.J. & Watters, B. (2013, June). Teachers’ Interpretations of Province-wide Assessment Results in the Context of Streamed High School Mathematics Courses. Paper presented at the meeting of Canadian Society for the Study of Education, Victoria, BC, Canada.
Koch, M. J. & Suurtamm, C. (2012, July). Teachers working collaboratively to further develop their assessment practices in mathematics: Turning rubrics into non-rubrics. Paper presented at the meeting of 12th International Congress on Mathematical Education, Seoul, Korea.
Koch, M. J. (2012, April). One test, two scores: Teachers’ use of a large-scale mathematics assessment for classroom assessment purposes. In C. Suurtamm (Chair). Assessment Standards for Mathematics: Where are we 17 years later? Symposium conducted at the meeting of National Council of Teachers of Mathematics Research Precession, Philadelphia, PA.
Koch, M. J. (2011, May). Teachers’ use of large-scale assessment as part of students’ grades: Case studies of teacher practices in Ontario schools. In M.J. Koch & C. van Barneveld (Chairs), Teachers’ use of large-scale assessments as part of students’ grades: Policies, procedures and perspectives from across Canada. Symposium conducted at the meeting of Canadian Society for the Study of Education, Fredericton, NB, Canada.
Suurtamm, C. & Koch, M. J. (2011, April). Grappling with new assessment ideas: Dilemmas in classroom practice. Paper presented at the meeting of American Educational Research Association, New Orleans, LA.
Koch, M. J. & DeLuca, C. (2010, May). Narrative case description: An approach to validating educational assessments. Paper presented at the meeting of Canadian Society for the Study of Education, Montreal, QC, Canada.
Koch, M. J. (2010, April). The Multiple-use of large-scale assessments: Implications for validity theory and practice. Paper presented at the meeting of National Council on Measurement in Education, Denver CO.
Invited Presentations & Workshops
Suurtamm, C. & Koch, M.J. (2015, May). Understanding the continuum of algebraic thinking from K -12. Presented at the Ontario Association for Mathematics Education 42nd Annual Conference, Toronto, ON, Canada.
Koch, M.J. (2015, March, April, May). Mathematics assessment: Keeping the formative horse before the summative cart. Presented for the Manitoba Rural Learning Consortium Professional Development Series in Stonewall, Winkler & Minnedosa, MB, Canada.
Koch, M.J. & Earl, L. (2014, May). Over-tested but under-assessed: The power of assessment for and as learning in literacy and numeracy classrooms. Presented at the Canadian Assessment for Learning Network Annual Conference, Winnipeg, MB.
Suurtamm, C.A. & Koch, M.J. (2014, January). Reconceptualizing the mathematics curriculum as a dynamic co-created network. Presented at Field's Institute for Research in Mathematical Sciences Annual Mathematics Education Forum, Toronto, ON, Canada.
Koch, M. J. (2013, May) Implications of the multiple-use of large-scale assessments for the process of validation: A case study of the multiple-use of a Grade 9 mathematics assessment. Presented at the meeting of the Canadian Mathematics Education Study Group, St. Catharine’s, ON, Canada.
Koch, M. J. (2012, August). Using data to transform practice: The role of collaborative inquiry. Discussant presentation at the Rocky View Schools Building Optimal Student Information Systems for Enhanced School and System Educational Leadership Research Conference, Airdrie, AB, Canada.
Koch, M. J., Earl, L. & Herbert, M. (2012, May). Crossing boundaries: Substantive and methodological issues in classroom assessment. Pre-conference workshop presented at the meeting of the Canadian Educational Researchers’ Association, Waterloo, ON, Canada.
Koch, M. J. (2012, January). Moving toward more effective classroom assessment practices: A professional development workshop. Presented at the Ahlul-Bayt Islamic School, Ottawa ON, Canada.
Koch, M. J. (2011, May). Inquiry in practice: Reflections on teacher collaborative research in the Ottawa Region MISA PNC. Presented at the Managing Information for Student Achievement (MISA) Research Symposium, Kingston ON, Canada.
Koch, M. J. & Suurtamm, C. (2011, May). Turning rubrics into non-rubrics: Teachers’ experiences with developing evaluation criteria for mathematics assessments. Presented at Evaluation and Assessment in the Contemporary Society Conference, Ottawa ON, Canada.
Koch, M. J. (2011, May). One test, two scores: Dilemmas emerging from teachers’ use of a large-scale mathematics assessment as part of students’ grades. In. M.J. Koch & C. van Barneveld (Chairs), When large-scale assessment meets classroom assessment: Teachers’ use of province-wide assessments as part of students’ grades. Invite symposium conducted at the meeting of American Educational Research Association, New Orleans, LA.