Sentences with phrase «teachers testing often»

Not exact matches

Also, the California State Test scores were often not available until the end of summer or after school started and couldn't be used by teachers to help them make placement decisions.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

«Trusting teachers and freeing them up from the daily grind of targets, testing and inspections that change as often as the weather will ensure that there is more time spent on what teachers do best, providing a stimulating and fulfilling experience for all our youngsters ensuring success and interest in the classroom and beyond»

The focus has often been on the role of standardized tests in teacher evaluations.

But opponents often associate the standards with other contentious issues, namely teacher evaluations, testing and student - data collection.

Betty Rosa, the Regents chancellor and a former New York City school administrator, noted the current evaluation law has created a situation under which teachers in fields not covered by state tests, such as physical education, often find themselves rated on the basis of student achievement in areas that are tested, such as English and math.

One recent study (pdf) found that among a representative sample of U.S. science students, those who said their science teachers had them read textbooks more often had higher test scores.

Through early testing and teacher selection, certain children are singled out for an enriched lesson plan to push them to their limit, whereas others are labeled as low achievers, which often diminishes their expectations of themselves and hurts their performance in school.

As a character, Fletcher is a Rorschach test for feelings about fathers and teachers — and any high - stakes training where tough love and sadism are often indistinguishable.

Most Finns, including students and teachers, are happy with one examination given at the end of high school rather than more frequent tests and the side - effects that often come with them during the course of schooling.

It would seem that the ongoing discussions about «teacher effectiveness» and the creation of evaluation systems focused on measuring a teacher's capacity (increasingly based on test scores) often do very little to actually develop that capacity.

With the pressure of high - stakes testing and a packed curriculum, I often coach teachers who are nervous about giving time to a robust PBL project.

Nonetheless, institutions pushed forward with the use of personality tests to select among teacher candidates, often using multiple indexes, even as critics warned that some instruments had low predictive validity, that there was inconsistency in results, or that the lack of replication warranted cautious use.

Summative assessments, or high stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum.

What the PBL teachers often intend to do after testing is a culminating project or activity that will celebrate and review learning.

MANY teachers do not know how to use data provided by annual assessments of their pupils» literacy and numeracy ability, despite often criticising the tests themselves, a new report has found.

Within this model, they often learn to play the game of paying attention in class and regurgitating what the teacher wants on a test or quiz.

President Barack Obama has often noted in speeches the enthusiasm of Korean parents for their children's education, the high quality of Korean teachers, the number of learning hours that Korean students spend, and the outstanding educational achievements these have produced; for example, top rankings in international academic - achievement tests, and low rates of school dropouts and juvenile delinquency.

It demonstrates that blaming teachers for poor test scores and absenteeism is often both unjust and unconstructive.

Because of the way that testing permeates education culture, I often hear some «pushback» from teachers about their implementation of PBL.

Too often, high - stakes tests are used as the primary assessment tool for students, even for teachers and schools, Nellen says.

We have known for decades that teachers were being pushed into using bad test prep, that states and districts were complicit in this, that scores were often badly inflated, and even that score inflation was creating an illusion of narrowing achievement gaps.

But, as teachers, we must creatively find the time for projects (often, projects get pushed aside until the last few weeks of school, when standardized testing is done).

«Teachers often take students to a local college for testing, because there are fewer distractions and the setting reminds students of why they are taking tests and working so hard.»

«Another simple exercise we often use with teachers is to ask them to write down all the words that come to mind when they hear standardized test,» Taylor shared.

These efforts follow a series of studies of high - stakes testing programs in which Koretz found that teachers often respond in ways that produce serious inflation of scores.

Neurologist, teacher, and author Judy Willis explains how students» performance on tests can often be affected by their perceptions of and feelings about why they're being tested and what's being assessed.

This allows for the use of statistical models to estimate the total contribution — that attributable to both observable and unobserved teacher attributes — of teachers toward student test - score gains (often referred to as «value added»).

Faced with poor student performance on tests and assignments, teachers often recognize that the root of the problem lies, not in a lack of understanding, but in poor study skills.

So, we often find that teachers spend a lot of time testing and the testing doesn't always get used at the end.

It wasn't always easy to teach in the way that the teachers in this study believed learning should occur, as current structures in many Australian schools focus on testing and often quite narrow assessment regimes.

But the notion of paying teachers on the basis of their ability to improve test scores, often termed «merit pay,» while earnestly debated by education policy researchers, is strongly opposed by teachers unions and is a political nonstarter in many parts of the country.

When I interviewed teachers for See Me After Class, the unintended consequences of high - stakes tests came up most often among language arts teachers.

As a rookie high school history teacher, with the best of intentions I often told my students that a single upcoming test or assignment would significantly impact their overall grades.

Teachers are often encouraged by colleagues and heads of departments to take up opportunities to mark external exam or tests.

These students, I believe, suffer the most since they are often the teacher - pleasers, the ones who get ignored since they do their work and produce good grades and test scores (of course, I'm generalizing here).

In an era when teachers are more often judged based on students» test scores, this shift is huge.

Further, most middle school teachers who take the time to teach financial literacy are often taking time away from a tested subject area.

While this approach contrasts starkly with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined with other measures, such as teacher value - added based on student test scores.

Teachers begin teaching to the test to raise scores, often at the expense of more meaningful learning activities.

Neurologist, teacher, author and Edutopia blogger Judy Willis explains how students» performance on tests can often be affected by their perceptions of and feelings about why they're being tested and what's being assessed.

And as well as being of questionable effectiveness, incentive schemes often result in unintended and undesirable behaviours on the part of teachers and schools, ranging from the narrowing of the school curriculum, to withholding less able students from testing, to providing inappropriate assistance to students during tests.

Often, teachers give students group tests, which, like the class worksheets, are designed to be harder than the individual assignments.

One thus saw — as still occurs today — concerted, often largely disparate efforts being made to enhance the curriculum, literacy, numeracy, student testing, teacher quality, pedagogy, school governance, the digital technology, school resourcing and the school's sub-units.

Often, though, tests do not align with a school's curriculum, and teachers are unclear about what is expected of them, said Sandra Feldman, president of the American Federation of Tteachers are unclear about what is expected of them, said Sandra Feldman, president of the American Federation of TeachersTeachers.

State test results are often not useful to teachers because they arrive too late to inform instructional decisions, and in many cases, teachers can not access student performance by content standard.

Teachers who've done this have found that students often have higher test scores than they do on more traditionally taught units.

Teachers are often encouraged to take up opportunities to mark external exams or tests.

The secret of many charter schools» success isn't a mystery: longer hours and additional school days, which are part of a «no excuses» philosophy that emphasizes frequent testing and often requires even longer days from charter school teachers.

* Lengthy application forms, often printed only in English, that require student and parent essays, report cards, test scores, disciplinary records, teacher recommendations and medical records.