Sentences with phrase «assessed by peer»

This study examined the mediating role of loneliness (assessed by self - report at Time 2; Grade 6) in the relation between early social preference (assessed by peer report at Time 1; kindergarten through Grade 3) and adolescent anxious / depressed symptoms (assessed by mother, teacher, and self - reports at Time 3; Grades 7 — 9).

Children's (n = 671) aggression was assessed by peer nominations.

Bullying perpetration and victimization were assessed by peer nominations.

Their work was then assessed by their peers as they played each other's games and submitted feedback for revision.

«All the kids got a printout and got to see the results of their reading and writing assessed by their peers in an authentic writing performance.»

But certification certainly does indicate the writer has been assessed by her peers to have met certain criteria — whether basic or advanced.

But certification certainly does indicates the writer has been assessed by her peers to have met certain criteria — whether basic or advanced.

Not exact matches

At the end of each year, the Committee determines compensation by assessing performance against these financial targets, as well as in light of HP's performance relative to its peers on other financial and non-financial factors and unusual or extraordinary events.

Every scientific article submitted to Medical Physics is peer - reviewed by individuals selected for their knowledge of the topic of the article, and for their objectivity and experience in assessing the scientific merit and clarity of presentation of scientific publications.

By crafting performance tasks and assessing them with their peers and mentors, teachers can refine their teaching.

It could be improved by (more than one please): Students then peer assess their analysis ready to move on to lesson 2.

Then, I am assessed by a group of my peers with rigorous rubrics.

Develop your students» ability to self - assess by showing them examples of mastery, equipping them with technical vocabulary, and providing them with opportunities to practice peer critique.

A new peer - review system to allow schools to assess each other has been encouraged by a senior official, at the Association of School and College Leaders annual conference.

Alliance College - Ready Public School Student Technology Leaders collaborating to assess projects completed by their peers.

Students reflect on their own growth, receive peer feedback, and are assessed by coaches and teachers.

Now it's time to put the vocabulary they have learnt into practice by doing a speaking activity in which students assess each other (peer assessment).

Over the course of this journey, they become able to: - Recall and understand the key features of Birling's character profile; - Link Birling to the social and historical context of the play; - Understand how Birling's character is significant in terms of Priestley's key message; - Read and understand the section of the play in which Birling is interviewed by the inspector; - Analyse key quotations by and about Birling in the text; - Read and understand the opening of the play; - Create a diary - entry piece in which they consider Birling's morals and sense of responsibility for the death of Eva Smith; - Peer / self - assess 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.

Students learn to: - Define key terms related to the historical context of The Holocaust; - Remember and understand key information about Anne Frank's experiences, that they learn from an engaging PowerPoint presentation; - Read extracts from Anne Frank's diary; - Answer a range of questions to demonstrate their understanding of Anne's diary; - Analyse the language features used by Anne Frank to create dramatic images in the mind of the reader; - Peer - assess each others» 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.

The lesson follows an interesting and engaging step - by - step learning journey, which helps students to: - Define what inference is; - Understand the importance of inference; - Infer what they can see; - Infer what they hear; - Infer what they read, using key sentence starters and textual evidence; - Formulate P.E.E. inference responses, where necessary utilising the included scaffolds and help - sheets; - Peer / self assess their learning attempts.

This resource can be used by learners to peer assess each other work and start to understanding the marking process.

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.

Over the course of this journey, they become able to: - Define the key term «bravery» and understand its position as a theme within the plot; - Read the story «Perseus and Medusa» and interpret the key meanings; - Identify, explain, and analyse the key plot elements and themes in «Perseus and Medusa;» - Storyboard the main plot features in the text; - Engage deeply with the text by inferring the thoughts and feelings of the main character; - Peer assess each other's learning attempts.

These worksheets look at how plants and animals adapt to life in the desert with the students designing the ultimate desert animal which is then peer assessed by their classmates

We then ask the students what they did at the weekend, prompting other students to ask questions of their peers, and then do a recap by asking who did what to assess who was listening before getting the children to write either with help or independently what they did at the weekend.

Students will be assessed with non-graded multiple choice tests at the beginning of most lessons, one - on - one and small group conversations each lesson, weekly essay workshops and play critiques by their peers, and their final performance.

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.

I use this sheet so the pupils can revise the whole unit in an hour - included are suggested answersI go through it in the lesson and then set their hw to learn it off by heart and then peer assess the following lesson.

Movies will be shared with peers and assessed by the teacher and themselves with the Digital Storytelling Rubric before being uploaded to exchange site.

Educators must explicitly teach students a variety of collaborative skills, including basic social skills, such as addressing classmates by name and offering praise; group process skills, such as encouraging peer participation and paraphrasing others» ideas; and reflection skills, such as assessing a group's success and identifying personal contributions to that success.

One way to help students learn to self - assess is by assessing the work of peers; students may find it easier to be objective about work that's not their own.

(Harvard Family Research Project, 2002) Students learn how to assess themselves, their peers and their experiences in schools by asking key questions about education:

Each portfolio is assessed by one peer reviewer, but it's subject to one or more additional reviews if the score varies significantly from the teacher's self - assessment.

Teachers tend to find that by the time a piece has been self - and peer - assessed according to a rubric, they have little left to say about it.

Our Cycles of Professional Learning model is grounded in analyzing both student and teacher evidence to assess mastery of standards and identify areas for adjustment, and TALENT supports that process by allowing teacher leaders to record meetings and lessons using a smartphone application and then share those recordings with peers and coaches.

The issue assesses the current state of charter schools, noting who is being served by these schools and how charter school students fare compared to their peers in traditional public schools.

Calculating BMDEV for the 3500 or so existing funds during that period, ranking them by decile within peer group, and then assessing subsequent bear market performance provides an encouraging result... funds with the lowest bear market deviation (BMDEV) well out - performed funds with the highest bear market deviation, as depicted below.

April 7, 10:19 p.m. Updated below In a new peer - reviewed study, scientists assess the killing method employed by the dolphin hunters of Taiji, Japan, by watching video recorded surreptitiously in 2011 by a German dolphin - protection group, AtlanticBlue.

«The knowledge of climate change contained within peer - reviewed scientific publications is periodically assessed by the Intergovernmental Panel on Climate Change.»

I see problems with: * you have to be an active promoter of yourself to get articles read * the review process (mainly there is no ability to assess why rejected articles are rejected and the time wasting because of pedantic comments) * project - based funding and treating research like consulting (if I can tell you how much a project will cost, then by definition it is not research) * since academia seems to be drifting towards consulting, researchers start to become underpaid compared to peers in consulting * the focus on the number of publications weighted by the rank of the journal * status is based on if you publish in a high - rank journal, «selected» to be a lead author, and so on, and not whether you do good and creative research, good collaborator, good colleague to peers, etc..

To accept a role for grey literature at the IPCC, provided it is properly and critically assessed by the authors, is not to say that peer - reviewed publications should not dominate the assessments.

The system at the moment of peer review means that every piece of published research is assessed by anonymous reviewers and the author has to satisfy the editor of the journal that they've addressed those challenges.

They assessed 9,200 peer - reviewed studies, undergirded by a staggering two million gigabytes of numerical data.

The peer - reviewed study, led by scientists from The Nature Conservancy and 15 other institutions, and published today in the journal Proceedings of the National Academy of Sciences, expanded and refined the scope of land - based climate solutions previously assessed by the United Nations» Intergovernmental Panel for Climate Change (IPCC).

Building on the history and vision for the future, Professors Marilyn Walter, Sam Jacobson, and Carol Parker reflected on becoming an «excellent teacher» and what that looks like, from using peer review as a way to teach students how to act professionally in collegial relationships and to be good editors of their own work by editing the work of others, to assessing our abilities to pay attention and focus in a multi-media world, to rising to the challenge to define a «signature pedagogy» for legal writing.

The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation

Parent and teacher reports of child behavior problems were obtained at ages 5, 6, and 9 years by using the Strengths and Difficulties Questionnaire (SDQ).34 The SDQ is a 30 - item scale designed to assess a number of child behavior domains, including externalizing behaviors (conduct problems and hyperactivity / inattention) and internalizing behaviors (emotionality and peer difficulties) during the 6 months before assessment.