Sentences with phrase «assessment objectives based»

Not exact matches

It then explained its view on how debt analysts should pursue their profession: «Credit rating decisions should be based on objective data, policymakers» announcements and realistic assessments of the conditions facing an economy.

Forward - thinking leaders recognize these issues and are changing the hiring game by employing data - based assessment tests and rankings based on objective measurements.

Project objectives include: 1) analysis of assessment data to prioritize sustainable winegrowing criteria and practices; 2) development of educational materials and web - based resources; 3) planning and facilitation of 20 + targeted education events; and 4) measurement of and reporting project progress.

no one can be that delusional without having Wenger blood run through their veins... this team has already conceded 2 of 3 in August and you believe we can get 45 of a potentially 52 available points before Xmas... no wonder this club can't seem to take it's fan - base seriously, albeit I'm sure your assessment would give the Grinch who stole soccer a quarter chub... anyways, enough talk about the criminally insane with internet access... we have much bigger fish to fry... like what were the real objectives behind the choices made by our lame duck manager on the weekend

All Country Information and Guidance is based on a careful and objective assessment using evidence from a range of sources including media outlets; local, national and international organisations; and information from the Foreign and Commonwealth Office.

The method used in the study is known as the Hirsch Index and while the study authors acknowledge factors such as there being high public interest leading to more studies of a particular illness, they believe that because it is objective and evidence - based it will be a useful complement and guide to more traditional methods of risk assessment and can be used to produce a shortlist of pathogens for authorities to focus on.

This evidence - based checklist includes seven objective measures - including physical exam findings, functional testing (hop and agility testing, movement assessment for jumping and landing mechanics), and a functional outcome score.

Objective: Smartphone - based assessments and sensors have the potential to enable remote, passive monitoring of gait and mobility in early - stage Parkinson's disease (PD) patients.

These are assessment objective 2 based questions designed to test the stu...

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.

Extended MOOCs (xMOOCs), on the other hand, seem to have been based so far on behaviorism; all information was provided within the MOOC course in a structured linear order, followed by self - assessments designed to check whether the particular learning objectives of the MOOC course had been mastered.

We need more nimble systems that can accommodate flexible and timely progression decisions based on clear learning objectives, transparent definitions of proficiency and a strong embedded formative assessment system.

Therefore, we encourage states to establish innovation programs to enable the design of new, more nimble systems that are ready to accommodate flexible and timely progression decisions based on clear learning objectives, transparent definitions of proficiency and a strong embedded formative assessment system.

Then, design a summative assessment based on those objectives.

Year 6 Science Assessments and Tracking Objectives covered: Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a diagram

Year 4 Science Assessments Objectives covered: Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors

Objectives Covered: Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors ALSO ADDED: Individual assessments for ALL science objectives for ALL year groups are available for purchase as are individual year group, KS1, KS2 or complete PrimObjectives Covered: Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors ALSO ADDED: Individual assessments for ALL science objectives for ALL year groups are available for purchase as are individual year group, KS1, KS2 or complete Primobjectives for ALL year groups are available for purchase as are individual year group, KS1, KS2 or complete Primary packs.

These are assessment objective 2 based questions designed to test the students» ability to apply the key information from the specification for the 2 Biology papers in the Trilogy pathway.

These are assessment objective 1 based questions designed to test the students» ability to recall the key information from the specification for the 2 Chemistry papers in the Trilogy pathway.

These are assessment objective 2 based questions designed to test the students» ability to apply the key information from the specification for the 2 Chemistry papers in the Trilogy pathway.

These are assessment objective 2 based questions designed to test the students» ability to apply the key information from the specification for the 2 Physics papers in the Trilogy pathway.

These are assessment objective 1 based questions designed to test the students» ability to recall the key information from the specification for the 2 Physics papers in the Trilogy pathway

The itslearning LMS solution allows districts to truly personalize learning by putting curriculum resources, instructional strategies, objective - based lesson plans and assessments, all in one easy - to - access central location.

Selecting appropriate assessment approaches (e.g., formative assessments, summative reviews, self - assessments, etc.) based on student learning objectives, diverse needs of students, and instructional situation.

The report also quantified the use of student performance measures known as «student growth objectives» (SGOs) that were based on more classroom - based assessments and not statewide standardized tests.

(a) Each plan shall be developed annually and shall include program objectives, activities, program development and maintenance planning, school counseling curriculum, professional development planning, evaluation methods based on data analysis of program results and closing the gap analysis reports to inform program improvement, and assessment of the resources necessary to support positive student outcomes.

Objectives covered: Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Identify and name a variety of common animals that are carnivores, herbivores and omnivores Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense Distinguish between an object and the material from which it is made Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Describe the simple physical properties of a variety of everyday materials Compare and group together a variety of everyday materials on the basis of their simple physical properties Observe changes across the 4 seasons Observe and describe weather associated with the seasons and how day length varies ALSO ADDED: Individual assessments for ALL science objectives for ALL year groups are available for purchase as are individual year group, KS1, KS2 or complete PrimObjectives covered: Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Identify and name a variety of common animals that are carnivores, herbivores and omnivores Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense Distinguish between an object and the material from which it is made Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Describe the simple physical properties of a variety of everyday materials Compare and group together a variety of everyday materials on the basis of their simple physical properties Observe changes across the 4 seasons Observe and describe weather associated with the seasons and how day length varies ALSO ADDED: Individual assessments for ALL science objectives for ALL year groups are available for purchase as are individual year group, KS1, KS2 or complete Primobjectives for ALL year groups are available for purchase as are individual year group, KS1, KS2 or complete Primary packs.

This tool offers a framework for states conducting a needs assessment to identify strengths and gaps that will inform a comprehensive, three - year career readiness action plan, based on the six major objectives of the New Skills for Youth initiative.

Develops knowledge checks, assessment questions including situational or scenario based questions, and other training evaluations to assess participant feedback, learner experience, retention and application of knowledge, and accomplishment of learning objectives

Based on the instructional design strategy and the authoring tool, they have to standardize the GUI, types of animations, types of interactivities, introductory screens, learning objectives screens and also the assessment screens.

Performance tasks with rubric - based scoring have been developed by researchers within the past several years and can provide school districts with objective assessments.

Personalized learning — An educational approach which varies the learning objectives, instructional methods, content and assessment methods based on the needs of the student, with the involvement of the student in selecting content and educational objectives.

Individualized learning — An educational approach wherein the teacher varies the learning objectives, instructional methods, content, and assessment methods based on the needs of individual students.

Although I tend to fall into the latter camp, I do not believe that these two approaches are necessarily mutually exclusive, but that is beside the major point, which is that we must establish as an objective the transformation of educator preparation programs into customer - driven institutions with assessments grounded in output - and performance - based criteria, so that Texas becomes the model for value - added evaluation of such programs.

(A) student learning objectives; (B) student portfolios; (C) pre - and post-test results on district - level assessments; or (D) value - added data based on student state assessment results.»

Typically this involves expanding the portfolio of state assessments to provide growth data in all grades and subjects or expanding the portfolio of nationally or locally approved assessment tools that can be validly used such as classroom - based assessments, unit tests, end - of - course assessments, student - learning objectives, and portfolios.

Based upon the results of the objective assessments, students who show readiness for Davidson Academy Online High School curriculum will be invited to complete the writing and discussion component of the assessment process.

Or should teacher recommendations be based solely on objective criteria such as classroom assessments?

The purpose of any learning - based assessment is to determine whether the students have met or achieved the intent of the objective.

As well as being one of the least expensive assessment instruments, the publisher provides software to help write IEP goals based on the assessments, called Goals and Objective Writers Software.

The steps involved in the Dick & Carey model include: Step 1: Identify instructional needs and goals Step 2: Conduct instructional analysis Step 3: Analyze learner characteristics and contexts Step 4: Write performance objectives Step 5: Develop assessment instruments Step 6: Outline your instructional strategy base on the learning objectives Step 7: Develop instructional materials Step 8: Conduct Formative Evaluation to revise and improve instructional material Step 9: Conduct Summative Evaluation to learn about the effectiveness of your training The difference between the Dick and Carey Systems approach and ADDIE is that the Task Analysis incorporates instructional analysis.

Formative assessment, an indispensable component of standards - based grading, ensures that students get opportunities to learn from mistakes made early in a learning sequence and demonstrate improvement, before the final score for the skill or content objective goes in the grade book.

If an SEA needs additional time to plan for implementation of the flexibility, it may request approval to use as its annual measurable objectives (AMOs) for adequate yearly progress (AYP) determinations based on assessments administered in the 2011 - 2012 school year the same AMOs that it used the previous year.

The primary objectives of MELAF were to develop state goals and objectives in English language arts that would provide the basis for a curriculum framework that (1) integrated curriculum, instruction, and assessment; (2) promoted systemic change; and (3) had an impact on schools, classrooms, individual teachers and students.

Standard I: Curriculum, Planning, and Assessment: The teacher promotes the learning and growth of all students by providing high - quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

In a standards - based grading system, teachers clearly define learning objectives that frame their assessments and guide differentiation.

Setting performance - based learning objectives and formative and summative assessments to measure their achievement

In a standards - based classroom, after students complete the learning activities in a unit, another assessment covering the objectives is in order.

We have formed a curriculum writing task force that is developing new reading and math curricula with assessments based on the Common Core standards and objectives.

Students advised into AP courses based on objective metrics (for example, performance on assessments aligned to college - and career - readiness standards).