Not exact matches
Research shows that
increasing the time
students are
actually engaged in
learning, along with other factors such as high expectations and the use of data to guide instruction, results in what we want for all
students: confidence, love of
learning, and higher achievement.
How sad that a confluence of limited funding, political pressures, and its own history of empire - building has led the National Assessment Governing Board to propose an
increase in testing combined with a reduction in the kinds of items and tasks that might
actually tell us something worthwhile about
student learning («Board Ponders New Format To Make NAEP More Cost - Effective, Useful,» Jan. 24, 1996).
Doing so would have a number of positive benefits, including 1) making sure that the taxpayer dollars devoted to this purpose are being spent on those most able to benefit, 2) encouraging
students to work harder during high school to prepare themselves for college, and 3)
increasing what
students actually learn as opposed to the amount of seat time they acquire.
With so many
learning models emerging, many instructors are wondering if any of these new models are suited for their classroom and will live up to the hype to
actually increase student success.
The concluding chapter offers a variety of assessment techniques that
actually increase student knowledge while providing accurate and specific feedback that can further improve teaching and
learning success.
As part of a unified theory of action,
learning targets compel all members of the school to look for and
learn from what
students are
actually doing during today's lesson to engage with important and challenging content, develop
increased understanding and skills, and produce strong evidence of their
learning.