Sentences with phrase «analyze student test»

District staff asked parents and educators what they wanted to learn about the assessment system, and they designed training sessions to address these topics, such as having parents analyze student test questions, helping teachers learn to score extended responses, and allowing teachers to explore accessibility and accommodations resources to find out which supports were the best fit for their students.

Using a large data set provided by the New York City Department of Education (NYC DOE), we analyzed student test scores as well as information about the students, their teachers, classrooms, and schools.

Appleberry periodically collects and analyzes student test data to document the gains that have been made by students in the program and shares this information with staff and the community.

Most recently, USF analyzed student test scores on the General Knowledge part of the exam with program evaluations.

Not exact matches

The Student's t - test was used as this is a valid method to analyze the difference in treadmill times in 2 independent groups.

Continuous variables were analyzed using Student's t - test.

As an educational consultant, I often work with students to test and analyze college majors that would be a good fit for them.

Data were entered and analyzed using SAS, BMDP, and Epi Info version 6.17 Statistical tests used to compare sociodemographic characteristics (Tables 1 and 2) included Student's t test, χ2 test, and Fisher's exact test as appropriate.18 Analyses of breastfeeding problems and frequency were examined using χ2 tests and Student's t test, respectively.

Working together, they will develop and test a variety of learning experiences in which students use online simulations to model energy - releasing and energy - requiring reactions, analyze and interpret data to make predictions about energy phenomena, and use evidence from their own observations or from simplified versions of scientific articles to explain phenomena and construct and critique arguments.

Students learn their application when analyzing samples for dyes, such as those occurring on textile fibers; when analyzing samples for the presence of materials such as petrol which may have been used to start fires; or when testing for the presence of illicit drugs in a variety of sample types.

«Among all of the variables we analyzed, whether a student attends a public pre-K program is the strongest predictor of whether the student takes the gifted and talented test.

Graduate student Dayne Swearer worked with them, Rice materials scientist Emilie Ringe and others at Rice and Princeton University to produce, test and analyze the performance of the «antenna - reactor» design.

By analyzing evidence from mammoth tusks, Fisher and his students can test those predictions.

So, in addition to a Student's t - test (which was originally performed) we plan to analyze the data using negative binomial regression.

In addition to Gruen, who led the weak lensing working group, and Wechsler, whose group provided realistic simulations of the survey critical to testing several aspects of the cosmological analysis, a large number of KIPAC scientists, postdoctoral fellows, graduate students and alumni have made crucial contributions to DES — from building the instrument to developing theory and simulations and analyzing the data.

Other differences between experimental groups were analyzed using a two - tailed unpaired Student t test.

Differences in the data of the controls and further treatment with various compounds were analyzed using the Student's t - test.

By testing and analyzing unique ideas, the classroom can grow students» attentional capacity and show them the value of and methods for thinking independently.

As the Department of Education's research chief, Sharon Robinson watched almost 5 percent of her office's budget go to the Educational Testing Service to write and analyze a student - achievement test in 45 states.

Research suggests that the whole - class weekly spelling test is much less effective than an approach in which different students have different sets of words depending on their stage of spelling development, and emphasis is placed on analyzing and using the words rather than taking a test on them (see Palmer & Invernizzi, 2015 for a review).

In November 2005, participating schools were provided with the tools to analyze their own test data to ascertain where their students needed the most help.

In their article, «The Relative Equitability of High - Stakes Testing versus Teacher - Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS),» Harvard Graduate School of Education researchers Robert T. Brennan and James S. Kim, and UMass Boston researchers Melodie Wenz - Gross and Gary N. Siperstein compared 736 student results on the MCAS with teacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and science.

Value - Added Model (VAM): In the context of teacher evaluation, value - added modeling is a statistical method of analyzing growth in student - test scores to estimate how much a teacher has contributed to student - achievement growth.

First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).

As part of earning a Rappaport Fellowship from the Kennedy School, this past summer she interned with Carolyn Riley, Boston Public Schools» senior director of unified student services, analyzing MCAS test results.

We analyzed the test - score improvements made between each student's first 3rd - grade year and the following year on both the state's own accountability exam and the Stanford - 9, a nationally normed exam administered at the same time as the FCAT but not used for accountability purposes.

Show Evidence also can be used to assess and archive the student work leading to the ability to collect and analyze student outcomes based on performance not just standardized tests.

I first analyze changes over time in the FCAT test scores of students in their initial 3rd - grade year in order to discern the extent to which Florida's elementary - school students made true achievement gains during the period in question.

Plus, they could capture the digital activity of students, and ask teachers to scan student assignments and tests so those could be analyzed as well.

Each student's score also is analyzed in terms of year - to - year gains and compared to test norms.

From adding spreadsheets, analyzing a set of data, finding the linear regression, using the binomial pdf and cdf features, and using the normal pdf and cdf and inverse Norm features, this guide is a create tool to summarize what the students need to know for the calculator portion of the IB Math SL test.

In the following weeks, the students tested and analyzed the evidence, learning about DNA, cell structure, and scientific inquiry along the way.

In addition to modeling lessons for teachers and working with small groups of students, the skills specialists also regularly analyze student scores on diagnostic, formative, and standardized tests across classrooms, subjects, and grades.

Students unlock new problems, levels, and boards based on their performance, with an intelligent report card that analyzes each test.

Two recent experimental evaluations of the Louisiana Scholarship Program found negative effects of the program on student test scores but one study was limited to just a single year of outcome data and the second one (which I am leading) has only analyzed two years of outcome data so far.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

«I don't think there's anything close to it,» says Albert Beaton, who helped analyze the report and its surveys of 570,000 students and 60,000 teachers as a researcher for the Educational Testing Service.

I propose that when teachers analyze test scores and VAM measures to unpack student achievement, they can have three conversations:

These activities help my students to look frankly at the results of their tests, analyze and reflect on how they did and why, and set goals to achieve better.

Elsewhere on the same test is a passage about BMX bike racing and a section about a boy sailing around the world, which students are asked to evaluate and analyze through the lens of a companion piece about «smart risk - taking.»

In many parts of the country, educators spend more time analyzing tests and figuring out how to prepare students for them, often by directly teaching sample items from tests, than they do studying and understanding the standards.

Data Displays - In order to incorporate a non-linguistic element into their Formative Assessment folders, students should create a visual graph of their own progress from test to test in order to analyze their growth or lack thereof.

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

Releasing a study that analyzed state actions and student outcomes from the «education - reform decade» of the 1980's, Gregory R. Anrig, president of the Educational Testing Service, said the reforms of the past decade «probably did all they could do» to raise student achievement.

The limitations of multiple - choice tests are apparent in subjects such as writing, music, and visual arts — a good test score indicates very little about a student's ability to analyze or create an essay, a musical composition, or a work of art.

Sue Astley sets aside time for teachers in her school to analyze their students» test results.

Teachers discuss and analyze student data such as test scores and achievement gaps, identifying areas in which students» needs aren't being adequately met and redesigning the curricula to meet those needs.

*** Includes 129 original reading passages and comprehension questions *** *** Includes 30 fluency passages *** *** Includes 11 Reading Posters *** - character, setting, realism and fantasy, main idea and details, cause and effect, author's purpose, compare and contrast, sequence, plot, theme, and drawing conclusions *** Includes four level charts for teachers, parents, or students, so that they can keep track of their progress *** *** Includes a roster - words correct per minute for each student / child for fall / winter / spring *** Skills addressed in this resource: # 1 - think and search # 2 - author and me # 3 - analyze text structure # 4 - identify setting # 5 - identify character # 6 - identify plot # 7 - make and confirm predictions # 8 - cause and effect # 9 - compare and contrast # 10 - retell # 11 - classify and categorize # 12 - alliteration # 13 - rhyme and rhythmic patterns # 14 - onomatopoeia # 15 - similes # 16 - repetition and word choice # 17 - sensory language # 18 - study skills # 19 - text features # 20 - genres This is GREAT practice for testing while also providing a lot of fluency practice!

Data on state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the 2000 - 01 through 2008 - 09 years were analyzed.

In addition to using the scientific method of testing a hypothesis, Crossroads students have gained experience collecting, analyzing, and presenting data, according to Wagner.