Sentences with phrase «as measures of student learning»

Assessing What Matters: Literacy Design Collaborative (LDC) Writing Tasks as Measures of Student Learning

SCALE is also completing a study — «Student Growth Study» — in two LDC sites, exploring the viability of using LDC writing tasks as measures of student learning and growth.

We can use certain types of assessment as measures of student learning (e.g., annual standards - based assessments, benchmark / interim assessments, end - of - course tests, end - of - chapter tests).

They are used as a measure of student learning by all educators participating in the Educator Evaluation System.

Not exact matches

And, when research uses standardized tests to measure homework's impact, she continued, it is difficult to gauge how much of the overall improvement or decline in test scores is due to student learning in the classroom context as opposed to student learning from homework.

As part of Mass Audubon's Salt Marsh Science Project, scientists and students have been measuring the salinity (salt content) of water at different depths to learn whether Phragmites distribution within the salt marsh is controlled by ground water (water deep below the ground surface that is the source of well and spring water) or interstitial salinity (water just below the ground surface from the tide).

Memorisation is being mistaken for learning and high academic records as a yardstick for measuring the ability of students» creativity.

No, the use of student learning measures will continue to be part of teacher evaluation as required by state law.

To learn more about the underlying causes of intentional and unintentional mind wandering, Seli and University of Waterloo colleagues Evan F. Risko and Daniel Smilek measured rates of these two types of mind wandering in 113 university students as they completed sustained - attention tasks that varied in difficulty.

University students who learned the Transcendental Meditation technique showed an improvement in general health as assessed by the Duke Health Profile (composed of physical, mental, and social measures) after three months, in contrast to groups of students from two other universities who did not learn the Transcendental Meditation technique.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

A second study, recently published in the Proceedings of the National Academy of Sciences (PNAS) by Gary Chamberlain, using the same data as Chetty and his colleagues, provides fodder both for skeptics and supporters of the use of value - added: while confirming Chetty's finding that the teachers who have impacts on contemporaneous measures of student learning also have impacts on earnings and college going, Chamberlain also found that test - scores are a very imperfect proxy for those impacts.

As the state notes of its system, «A central tenet of AchieveNJ is that educators are never evaluated on a single factor or test score alone, but on multiple measures of both effective practice and student learning.»

As advocated by the 22 - member panel chaired by former Gov. Lamar Alexander of Tennessee, both bills would expand the Congressionallymandated National Assessment of Educational Progress to provide state - by - state data, measure learning in more core subjects, include out - of - school 17 - year - olds, and provide a larger sampling of private - school students.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplMeasures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplmeasures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplLearning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplmeasures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipllearning based on standardized test scores over multiple years.

The NEPC report uses badly flawed measures of school performance that provide little information about how much students learn as a result of attending K12 schools.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

Instead we need to be doing what an increasing number of schools like another Arizona - based school, the Carpe Diem Collegiate High School and Middle School, are doing and disrupting that flawed paradigm by implementing online learning to create a student - centric system — not to increase costs for the community through bond measures or otherwise, as the article reports — but to use existing resources to prioritize student learning and achieve great results.

Do not use attendance as a metric for success Seat - time and student attendance are the incorrect measures of success in a world in which learning can happen anywhere and at any time and are at odds with other good language and goals in the executive summary (see Sec.

Thus, it can only be viewed as a great good thing that two dozen deans of education schools have come together under the banner of «Deans for Impact» and committed themselves to a common set of principles, including data - driven improvement, common outcome measures, empirical validation of teacher preparation methods, and accountability for student learning.

Right now we are using proxy measures, such as whether a teacher has a major in the subject he or she teaches, but that does nt get at whether the students of that teacher are learning.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

For example, several of the 13 dimensions of teaching expertise were measured using student surveys, with questions such as, «An important reason why I do homework is because I like to learn new things,» or, «I do my schoolwork because I'm interested in it.»

This points to a desperate need to move toward a competency - based learning system that measures and rewards individual student growth, as well as an underlying shared learning infrastructure that allows the country to identify each unique student in a consistent way — so that when he or she moves geographies, the student's record does as well — and to keep track of what that student knows and can do in a consistent way across geographies.

The tricky research question is how to measure the impact of that professional learning on actual classroom practice and, as a result, on student learning.

As Thomas Kane and his colleagues have shown (see «Photo Finish,» research, Winter 2007), the best measure of teacher quality in any given year is how much students learned from that same teacher the preceding year.

But, unfortunately, evidence from both the United States and other countries shows that more school resources and smaller classes do not have much of an effect on how much a student learns in school, as measured by tests of achievement.

As Gareth Mellor from SAM Learning explains, «As of September this year, these new measures will be mandatory in all UK schools; it's important that all teachers fully understand it before it is rolled out, otherwise we have to question how beneficial it will really be for students.»

The amount of learning that has occurred can be measured as the progress or growth that students have made.

Our results suggest that traditional public schools did not respond to competition from charter schools by becoming more effective, at least as measured by the learning gains made by individual students in the years immediately following establishment of charter schools.

Inquiry - science intervention; measured impact of an urban instructional intervention in grades 3 - 5 using matched pre - and post-tests found substantial learning gains and a cumulative effect as students participate over several years.

The evidence from South Carolina shows that voters do at least sometimes evaluate school board members on the basis of student learning trends as measured by average school test scores.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

The paper called a competency - based model «workable only insofar as its measures of learning yield trustworthy data about students» prospects for future success.»

A good teacher is now recognized as someone whose students learn and grow, with 38 states revising their policies on educator effectiveness to include measures of student growth or achievement as one of multiple factors in teacher evaluations.

Teachers know that standardized tests are not perfect measures of what their students have learned, just as they know that the assessments they develop for their own use are not perfect measures.

In essence, therefore, our two measures of teaching quality reflect, in the first case, value added (or «deep learning») that is transferrable to subsequent classes in the subject, and, in the second case, inspiration, as indicated by the ability to convert students to a subject that they had not previously planned on studying in depth.

As Bauerlein notes, this was a pretty radical shift for grantees used to evaluating programs by handing out questionnaires to students at the end of the program «that measured their attitudes and enjoyment» and not «learning outcomes.»

A 1995 study by Carl Glickman, a University of Georgia professor, of 820 high schools and 11,000 students reported that schools in which active learning methods were predominant had significantly higher achievement as measured by the National Assessment of Educational Progress.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

CORE says it will expand measures of a school's success to include factors reflecting social and emotional learning — rates of suspension, absenteeism and as yet undefined gauges of non-cognitive skills — as well as school climate and culture, as measured by student and parent surveys, rates of identifying special education students and the progress of English learners.

As part of C.M. Rubin's Top Global Teacher Bloggers, this is my response to this month's question: What should a holistic approach to learning look like and how do we shift the focus from the accountability measures in existence now to ones that are relevant for all students in a changing world?

It was primarily about blended learning and how blended learning, especially its online component, can destroy the notion of seat - time as a measure of how we move kids through school by giving students the power to progress at their own rate.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

As the Every Student Succeeds Act (ESSA) affords states the flexibility to decide how to measure student achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of adversitAs the Every Student Succeeds Act (ESSA) affords states the flexibility to decide how to measure student achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of advStudent Succeeds Act (ESSA) affords states the flexibility to decide how to measure student achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of advstudent achievement, two reports released June 23 show that schools play a key role in developing students» soft skills such as beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of adversitas beliefs about their intellectual capacity, sense of belonging at school, and eagerness to learn in the face of adversity.

However, if teachers are to be evaluated on the basis of student tests, they must insist on individually administered examinations that measure the school progress (as opposed to home learning) of each child in the class.

Introduced in 2001, PIRLS is conducted every five years to measure progress in the reading achievement of students in Year 4, as well as trends in the associated home and school contexts for learning to read.

Home schooling has gained wider attention and more - mainstream acceptance as the numbers of students learning at home doubled in the past decade — a trend driven in some measure by the expansion of online schooling options.

Earlier this year, weeks before students were to take the state's standardized test, New York Commissioner of Education MaryEllen Elia traveled around touting the state's exams as a reliable way to measure students» progress on New York's learning standards, gave teachers a chance to vet the questions, and then tossed out time limits on the test.