Not exact matches
The steps guide teams
through three phases — prepare, inquire, and act — and outline the key tasks involved in building the skills necessary for looking at data, identifying a problem of practice, developing an action plan, and
assessing to what extent it succeeds in improving
student learning.
Also figuring into this years planning is the states first test of science skills, which will be administered to fifth graders and is designed to
assess what
students learned in third -
through - fifth grades.
The skills this
student learned - creativity, leadership, persistence, initiative - may not be easily
assessed on a test, but will last with him
through life, and I believe contribute to his success.
Students need to use collaboration and independent
learning to progress
through the project tasks, but these skills are not
assessed.
Assessing deeper
learning requires performance — we
assess collaboration by observing collaborative work and
through student reflection on their ability to collaborate.
In project - based
learning,
students show what they
learn as they journey
through the unit, interact with its lessons, collaborate with each other, and
assess themselves and each other.
It's easier to differentiate instruction for
students when we break
through the fog of
learning targets and logistical guidelines to understand exactly what we're
assessing.
The hope is that,
through these questions,
students will be able to self -
assess their
learning while in turn the teacher gauges
student understanding.
Students learn through the following tasks: - Gauging and collaborating previous knowledge of «equality»
through a discussion - based starter task; - Reading chapters 9 and 10 with a particular focus on the increasing inequalities between the different animals, and demonstrating their understanding
through a related activity sheet; - Gauging the inequalities between the animals
through the design and explanation of an «equality graph» (template and instructions provided); - Understanding how the events of the final chapters help Orwell to get his message across to the reader; - Analysing how the inequalities between the animals are evident
through either a character analysis of Boxer or Napoleon (template and success criteria provided); - Peer
assessing their partners»
learning attempts.
Students learn through a logical and step - by - step
learning journey, including: - Understanding the context of the poem and the horrific events that took place in the battle; - Understanding key information about Owen Sheers» life; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon the language and structural features; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Sheers gets across his message about war; - Peer
assessing each other's
learning attempts.
Students learn through a logical and step - by - step
learning journey, including: - Defining the key term «patriotism» and considering its pros and cons; - Understanding key information about E.E Cummings» life; - Reading and interpreting the poem; - Investigating the structural make - up of the poem, and considering how this links to the poet's message; - Identifying the language features used throughout the poem, and considering how these link to the poet's message; - Analysing how language and structure create meaning
through the poem; - Peer
assessing each others»
learning attempts.
The visually engaging, comprehensive PowerPoint presentation guides
students through the following
learning journey: - Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer - assessing the recreation attempts of their
learning journey: -
Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer - assessing the recreation attempts of their
Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer -
assessing the recreation attempts of their partner.
Students learn through the following tasks: - Gauging and collaborating previous knowledge of «propaganda»
through a discussion - based starter task; - Using an interactive, out - of - seat, group activity to build understanding of the features of propaganda; - Reading chapters 7 and 8 with a particular focus on the character of Squealer, and demonstrating their understanding
through a related activity sheet; - Developing their understanding of Squealer's actions, and finding textual evidence to back this up,
through a scaffolded, retrieval activity; - Using their imaginative and creative skills, in addition to their knowledge of Squealer and propaganda posters, to construct their own propaganda poster for Animal Farm; - Peer
assessing their partners»
learning attempts.
Students learn through a logical and step - by - step
learning journey, including: - Exploring the key concept of «love» and its many meanings; - Understanding key information about William Shakespeare and his sonnets; - Reading and interpreting the poem; - Understanding the poem, with a particular emphasis upon the content, language, and structural features; - Writing an extended analysis piece based upon how Shakespeare gets across his messages about love in the poem,
through the use of language and structure; - Peer
assessing each other's
learning attempts.
Students learn through a logical and step - by - step
learning journey, including: - Understanding the context of the poem and defining the key terminology «bayonet», «over the top», «trenches», and «no - man's land»; - Understanding key information about the poet Ted Hughes; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon how Hughes creates visual and auditory imagery; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Hughes creates imagery in order to capture the soldier's horrifying final moments; - Peer
assessing each other's
learning attempts.
Students learn through the following tasks: - Gauging and collaborating previous knowledge
through an interactive starter task; - Identifying the descriptive devices in sentences written about 19th Century characters; - Building close reading skills
through a study of a fiction extract from Frankenstein - Answering exam - style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the descriptive language used in the fiction extract; - Peer
assessing their partners»
learning attempts.
is a platform for game - based
learning, where
students are in control of the process and teachers are
assessing their progress
through quizzes and enhance responsiveness.
Students follow a clear and logical
learning journey, in which they: - Define and identify the key structural features of limericks; - Read limericks, answering questions about the content and use of language and structure; - Hone their rhyming skills
through a fun and interactive game; - Create a success criteria for effective limerick writing (a ready - made success criteria is included)- Write their own limericks, using the techniques that they have
learnt; - Peer / self -
assess their
learning attempts.
Topics of discussion include: • Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness • Scaling implementation of programs to
assess student growth and close math
learning gaps • Building teacher capacity
through TRUE professional
learning communities and collaborative internal support systems • Leading a district - wide mindset shift toward ensuring lifelong
learning for both adults and
students All school and district - based leaders, and K - 12 educators are invited to attend.
Estimating the Percentage of U.S. Elementary and Secondary
Students Assessed on Deeper
Learning Through State Achievement Tests
This report presents the results of a project to estimate the percentage of U.S. elementary and secondary
students being
assessed on deeper
learning skills through statewide mathematics and English language arts achievement tests at the beginning of the Deeper Learning Ini
learning skills
through statewide mathematics and English language arts achievement tests at the beginning of the Deeper
Learning Ini
Learning Initiative.
The lesson follows a step - by - step
learning journey, in which
students learn through: - Taking part in a fun team quiz to secure understanding of Don Pedro; - Understanding his role in catalysing the events of the play; - Identifying and analysing quotations by Don Pedro to understand how his character is introduced; - Finding quotations to show how Don Pedro is involved in the confusion and chaos of the plot events; - Completing an essay style response in which they consider how the character of Don Pedro is introduced and developed; - Peer
assessing each other's
learning attempts.
Students learn «independent of time and place»
through online courses, and content mastery is then
assessed to provide «degrees and other credentials that are credible to both academic institutions and employers.»
In our definition, we look at three important concepts that we know help
students achieve at high levels
through the use of these assessments: they are formative (and thus occur during the
learning process), they are team - designed, and they
assess essential
learning targets.
However, as I gained the necessary skills and practices to effectively
assess my
students —
through self - directed
learning and formal professional development — I started to realize that I could in fact differentiate.
Our school
learning environments allow for authentic, community - based
learning through self - directed, guided, project - based
learning experiences that are relevant and authentically
assessed so that
students are fully engaged (and inspired), cognitively, behaviorally and emotionally.
«The Hope Survey is a unique tool, which enables schools to
assess their school environment
through the eyes of their
students by measuring
student perceptions of autonomy, belongingness and goal orientations as well as their resulting engagement in
learning and disposition toward achievement.
From my work with teachers, I found that these are some of the critical teaching strategies that support
students to become assessment - capable learners: Provide time for
student reflection on their
learning Involve the
students in developing success criteria & rubrics for their own assessment Let
students assess their own work & measure this against teacher judgements Provide feedback & encourage
students to set goals from this assessment Be explicit about what
learning progressions look like & encourage
students to use these to set their own
learning goals Provide opportunities for
students to achieve goals
through attending teacher - led or peer - led clinics And celebrate goals when they are achieved!
Teachers must recognize effectiveness
through the lens of cause and effect relationships occurring during a lesson (e.g «Because you created the
learning criteria with the
students and modeled how to use the rubric,
students were successfully self -
assessing to improve their essays...»).
What worked for one teacher - learner was the ability to use the multiphase nature of the video process (written plan, storyboard, script, final production) to
assess student learning at different evaluation points
through the use of rubrics.
The article includes strategies for
assessing students»
learning through written assignments and
through class discussion — for example, by asking
students to explain the answers, whether or not the answers are correct; asking for more than one solution strategy; using small - group work; and asking
students to restate others» ideas.
Students with disabilities and English learners may take Standards of
Learning tests with or without accommodations or they may be
assessed through alternate or alternative assessments.
The
learning needs of gifted
students often differ from those of other
students and should be addressed
through differentiation, a modification of curriculum and instruction based on the
assessed achievement and interests of individual
students.
The exam was never reinstated, and CPAC members began sharing what they
learned to improve the ways they were teaching and
assessing students; they accomplished this
through in - person meetings, site visits, and information sharing.
Performance - based exams for teachers entering
through both traditional and alternative pathways should
assess classroom management and content pedagogy, and should require teacher candidates to demonstrate their ability to plan and deliver instruction and to
assess student learning.
Through online or on - site courses and workshops, teachers
learn a variety of research - based strategies and proven best practices for teaching reading and writing and
assessing their impact on
students» literacy skills.
Based on our proven Taking Action with Data methodology, educators
learn how to apply research - based practices to pinpoint
student strengths and needs, develop and implement targeted instruction,
assess effectiveness, and reinforce
learning through ongoing conversations with
students, families, colleagues, and the community.
Students» abilities to demonstrate these kinds of skills are much more appropriately
assessed through the use of authentic, project - based
learning and performance - based assessments.
Learn how to foster respectful and quality relationships with peers, teachers, and community members; to promote exploration
through relevant inquiry - based
learning; to challenge
students to access their higher - order thinking skills; and to
assess students authentically.
From the middle of the 20th century, when states began experimenting with mandatory yearly testing
through the Obama era and the «Race to the Top» program, we have seen states take a greater share of the power to
assess learning and make decisions about
student promotion, teacher ability, and school effectiveness based on these assessments.
With a suite of enhanced features and advanced functionality — completely free of charge — ClassFlow helps teachers to improve
student engagement,
assess comprehension and support personalised
learning,
through the integrated use of popular devices such as laptops, tablets, and Chromebooks.
Special education teacher evaluation should include supervisors reviewing this individualized
student achievement data and
assessing the success of an educator
through their
student's
learning.
It not only pulls together a range of datasets on each
student, it then enables teachers to find skill level - and subject matter - appropriate content
through Gooru and continuously
assess student learning with LinkIt.
Students who wish to pursue an online education
through Ozarka College can first take a self - assessment survey to
assess their readiness for online
learning.
Math Tutor ABC SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each
students» individual needs for understanding complex mathematical concepts • Thoroughly go
through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups of
students by concentrating on their individual abilities • Assist
students in understanding how technology can be used to effectively utilize campus resources • Promote a classroom environment that is safe and conducive to
learning and instruction • Develop instructional materials to help
students understand the concepts of mathematics easily • Conduct ongoing assessments to determine
students» adaptability to classroom environments • Encourage parental involvement in
students» education and ensure that appropriate and effective communication is maintained with parents •
Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs of
students • Assist
students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records of
students in a confidential manner
In 2015 - 2016 Virginia used the Standards of
Learning (SOL) tests to
assess students in reading and math in grades 3
through 8, writing in grades 5 and 8, and science in grades 3, 5 and 8.