There are no hyper-specific conferences near the midwest or heartlands. All of the conferences have the same goal of bringing educators together to discuss pedagogy.

The document examines the PISA 2015 assessment, focusing on adolescents' aspirations in STEM fields and the role of epistemic beliefs in shaping motivation and science achievement. It highlights the necessity of measurement invariance for valid cross-national comparisons and investigates how factors such as gender and socioeconomic status influence these relationships. The findings show positive correlations between epistemic beliefs, motivation, and achievement in STEM, which suggests that fostering strong epistemic beliefs may enhance students' engagement in STEM.

The study explores the effects of multimedia, like text and images, and response formats, like multiple choice or short answer, on students' performance, metacognitive judgments, and satisfaction during assessments. This is conducted in a classroom setting and uses mixed-effects models to analyze data from multiple experimental conditions. Key findings show that students exhibited higher expected success on multiple choice items and reported greater satisfaction with text-picture items compared to text only items, suggesting that multimedia elements can enhance engagement and motivation during testing.