Sentences with phrase «added models assessment»

Not exact matches

«We believe that our model provides a more accurate assessment of GM pollen cross-pollination than previous models,» adds Tyson.

Decisions of the Regents are laying the groundwork for the state to replace the current course credit plus modest clinical exposure model to one that is squarely on the clinical experience, on performance - based assessments, and on a value - added model for professional certification.

This assessment is based on state tests, using a value - added model that applies statistical analysis to students» past test scores to determine how much they are likely to grow on average in the next year.

In Louisiana, the Value Added Teacher Preparation Assessment Model uses student - assessment data to give feedback to teacher - preparation programs.

Once value - added assessments are put in place, it will be possible to isolate the contributions made by the schools, teachers, and programs in raising achievement from external factors also affecting achievement and to act accordingly by following a model of continuous improvement.

They use a multitude of measures — performance - based assessment, growth models, or value - added models — to assess teacher practice.

The Tennessee value - added assessment system (TVAAS): Mixed - model methodology in educational assessment.

I began the piece noting that «The value - added assessment model is one over-the-counter product that may be detrimental to your health.»

* We should demand the transformation of educator preparation programs into customer - driven institutions by developing assessments of them that are grounded in output - and performance - based criteria, so that Texas becomes the model for value - added evaluation of such programs.

The model will add high school growth to proficiency once data is available — again, this depends on what test replaces the ISTEP + and End of Course Assessments.

Despite the effort of superintendents» association to keep test scores out of teacher evaluations, mandatory state assessments, including the Florida Standards Assessment and end - of - course exams, will continue to be used to determine a teacher's Valued Added Model score, a portion of each teacher's evaluation.

Although I tend to fall into the latter camp, I do not believe that these two approaches are necessarily mutually exclusive, but that is beside the major point, which is that we must establish as an objective the transformation of educator preparation programs into customer - driven institutions with assessments grounded in output - and performance - based criteria, so that Texas becomes the model for value - added evaluation of such programs.

· Teacher compensation should be restructured to provide more incentives tied to performance, first by significantly reducing the number of steps on the salary scale, and then by phasing in a performance based system as the value - added assessment model evolves to the individual classroom level.

An empirical comparison of statistical models for value - added assessment of school performance.

The value - added assessment model is one over-the-counter product that may be detrimental to your health.

Value - added modeling is an important new area of research — one that is playing a rapidly growing role in shaping assessment and accountability programs.

While value - added models are not currently widespread in the Northwest, they could be increasingly considered if the new state assessments have the appropriate properties to implement them.

The application of value - added assessment to the question of whether students are gaining at a rate necessary to attain minimum standards is called projection modeling.

We should adopt educator preparation program accreditation assessments grounded in output and performance - based criteria, so that Texas becomes the model for value - added evaluation of such programs.

While no assessment system is without limitations, Tennessee's value - added assessment model stands head and shoulders above others with regard to its focus on the effectiveness of schools, its ability to remove the biasing effects of social and economic influences, and its usefulness in answering critical questions about student progress and educational quality.

Assessment of outcome proficiency requires a unique application of value - added assessment called a «growth model.»

Sophisticated value - added modeling — using student assessment data, adjusted for some student and school characteristics, to determine how much growth in student performance occurred with a particular teacher — is relatively untested as a high - stakes measure, as demonstrated by the controversy that arose when the Los Angeles Times released value - added assessment data by teacher (see http://projects.latimes.com/value-added/).

Unlike some other alternative tests, scores from these assessments for students with persistent academic difficulties can be linked to scores from the regular assessment and included in value - added modeling.

And, sure enough, E4E's «declaration» includes language endorsing teacher assessments using value added modeling of standardized test scores, a method which is only slightly more reliable than throwing darts randomly at a wall.

It adds a welcome element of tactical choice, demanding assessment of the situation ahead and deciding which model will be of the most use.

In the WSJ / THE model, value added is included in the «outcomes» pillar, one of four categories, that seeks to give a more balanced assessment of each institution.