Sentences with phrase «assessment of test scores»

By using these five questions to guide their assessment of test scores policymakers can help states and districts ensure an enriching, equitable and effective education for every student.

Not exact matches

Among the 18 countries in the Organization for Economic Cooperation and Development's assessment, the U.S. ranked at best eighth and at worst 12th, based on the range of scores from its 1,133 students tested.

«We will continue to advise companies to be sensitive to student backgrounds and avoid unnecessary distractions that could invalidate test scores and give an inaccurate assessment of how students are doing,» the statement continued.

Their first step of the evaluation is comparing scores on state assessment tests to «statistical expectations for the state» and pulling those that have a high gap.

Standardized Assessment of Concussion or «SAC», Sport Concussion Assessment Tool Version 3 or «SCAT3», the Balance Error Scoring System or «BESS», King - Devick Test», Maddocks» questions) already shown by studies to be reliable in making the initial remove - from - play decision, or one of a number of new assessment screens being developed and tested.

I couldn't help but see in him a personification of education these days — our focus on test - scores, assessment, standards, ranking and comparison, as well as a correlating misunderstanding of the importance of play (at one point in the film, a boy confronts this adult: «But they are toys!

Decoupled the state assessments from teacher evaluations and placed a four - year moratorium on the use of student test scores for evaluation purposes;

Earlier this year, Cuomo pushed for test scores to account for as much as 50 percent of a teacher's assessment.

Under his reform plan, Mr. Cuomo is suggesting that 50 percent of teacher assessments be based on student test scores instead of the current 20 percent.

The state education department still is in the process of advising districts how the moratorium will work in their evaluation systems, but generally the locally negotiated, state - approved assessments will be used instead of the state test scores in teacher and principal evaluations.

The results showed there were no statistically significant differences in test scores or students» assessments of the flipped classes compared to a traditional lecture course of study.

Methods included the use of the Neuropathic Pain Questionnaire (NPQ), the Knee Injury and Osteoarthritis Outcome Score (KOOS, a multidimensional pain and functional assessment), an exercise performance task and quantitative sensory testing (QST).

Now, two of the researchers who helped design the assessment say the fault for the declining scores lies with the tests themselves.

As test - preparation materials leap off the printed page and onto the Web, an increasing number of states and districts are turning to online test - prep programs to help raise student scores on high - stakes assessments, Advanced Placement tests, and college - entrance exams.

A redesigned statewide trial of the Smarter Balanced assessment could both serve the typical function of a field test and generate more reliable student - level scores.

Of the 43,996 3rd graders in 2002 for whom we have valid test scores on both FCAT math and reading assessments, 60 percent were actually retained.

Teachers» assessment of children's academic diligence may be affected by their achievement test scores or by other information that may not closely relate to children's diligence.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

Here's one option which would be available now: (i) Administer the new assessments to all eligible students; (ii) Score the assessments for a randomly chosen 10 percent of students; (iii) Estimate the item parameters and weed out the items which did not perform as expected; (iv) Go back and score the remaining tests for the remaining 90 percent of students; (v) Provide scaled scores back to school districts, parents and teacScore the assessments for a randomly chosen 10 percent of students; (iii) Estimate the item parameters and weed out the items which did not perform as expected; (iv) Go back and score the remaining tests for the remaining 90 percent of students; (v) Provide scaled scores back to school districts, parents and teacscore the remaining tests for the remaining 90 percent of students; (v) Provide scaled scores back to school districts, parents and teachers.

Dale Ballou's «Sizing Up Test Scores» (Forum, Summer 2002) discusses a variety of limitations and uncertainties regarding value - added assessment.

These new systems depend primarily on two types of measurements: student test score gains on statewide assessments in math and reading in grades 4 - 8 that can be uniquely associated with individual teachers; and systematic classroom observations of teachers by school leaders and central staff.

That's a daunting challenge for any test maker, but it's further complicated by widespread fears of soaring failure rates and their political consequences, as well as by Arne Duncan's stipulation (in the federal grants that underwrite the assessment - development process) that the states belonging to each consortium must reach consensus on those passing scores (in government jargon, «common achievement standards»).

Of course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesOf course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof teachers» effectiveness.

In Lewis - Carter's own assessment, her greatest source of pride at Behrman has nothing to do with test scores.

Findings suggest that quasi-repetitive projects can lead to higher scores on the AP test but a floor effect on the assessment of deeper learning.

We can also communicate — both before we give the tests and when we return the scores — the scale, purpose and limitations of this particular assessment.

It was only when the development of assessments began, and the U.S. Department of Education's (ED's) No Child Left Behind waiver process included clear requirements for evaluating teachers based partly on student test scores, that the unions began to balk.

The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students» scores on state assessments in reading and math as well as on the more rigorous federal test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most gains in mathematics.

Citizens therefore did seem to base their assessment of incumbents on changes in test - score performance during a board member's tenure, exactly the type of accountability many supporters of NCLB had hoped for.

According to the feds, the consortia are building «next - generation» tests that «will offer significant improvements directly responsive to the wishes of teachers and other practitioners: they will offer better assessment of critical thinking, through writing and real - world problem solving, and offer more accurate and rapid scoring.»

Dr. Pryor admitted that district staff members were able to implement a more extensive assessment program because of the districts strong test scores.

Concerned that high - stakes testing was narrowing student assessment down to a few scores, teachers and administrators in one Illinois district developed a system to assess a range of skills — including critical thinking and social - emotional skills — they wanted students to master by the time they left school.

Recent assessments of school - based pre-K programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia indicate that they substantially raise children's vocabulary, math, and reading comprehension test scores at the end of one year.

For example, will there be a «common» definition of proficiency (i.e., a uniform «cut - score,» the point on the test - score scale that separates «proficient» pupils from their need - more - work classmates) attached to the «common» assessment or will each participating state be free to set its own?

Providing readers with an understanding of the role of assessment in the instructional process, this book helps students learn how to construct effective test questions that are aligned with learning objectives, evaluate published tests and properly interpret scores of standardised tests.

On the left, some of the opposition to Common Core and its assessments is related to broader resistance to high - stakes testing, the linking of student scores to teacher evaluations, and other reform measures such as school choice, which some see as «corporate school reform.»

Students scored better in reading: 59 percent made goal in mid-winter on a degrees - of - reading power test, and 79 percent made goal on a developmental reading assessment (DRA) test.

Beyond Standardized Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to master.

In California, 75 % of white third - grade students who attend public schools without the minimum threshold number of ELL students perform at or above the proficient level on the state's mathematics assessment test, whereas just 67 % of the white California third - graders who attend schools with the minimum threshold number of ELL students score at or above the proficient level.

What is missing from these arguments is that the scores of the tests that students were given were very narrow measures of what kids could do, and imbuing them with such importance is an insult to authentic assessment.

Many achievement tests created and administered at the state level — such as the Massachusetts Comprehensive Assessment System (MCAS), the Texas Assessment of Academic Skills (TAAS), or the Virginia Standards of Learning (SOL) Assessments — use criterion - referenced scoring.

The patterns in the teacher assessments mirror those in the test - score data: black and Hispanic students start out substantially below whites, and black students lose ground over the first two years of school, whereas Hispanics maintain their position relative to whites.

Norm - referenced tests are assessments where individual scores are compared to average scores of other students who have taken the same test.

In an effort to boost test scores, the district mandated the use of Open Court Reading, a scripted language arts program, and an accompanying assessment system.

So, portfolios are frequently included with other types of authentic assessments because they move away from telling a student's story though test scores and, instead, focus on a meaningful collection of student performance and meaningful reflection and evaluation of that work.

PARCC will also replace the one end - of - year high stakes accountability test with a series of assessments throughout the year that will be averaged into one score for accountability purposes, reducing the weight given to a single test administered on a single day, and providing valuable information to students and teachers throughout the year.

To be eligible for that program, states had to adopt Common Core (or similarly rigorous standards and assessments), and they had to put into place teacher evaluation systems that use student test score growth as a «significant» part of both teacher and school principal evaluations.

Research efforts are aimed, for example, at ensuring bias - free results, validity of technology - enhanced items, stability of measuring student growth across time, developing testing accommodations for students with special needs, software for computer - based testing, and technical support and scoring for local standards - based assessments in Iowa and the nation.

In addition to whatever other changes are playing out in schools (not to mention this year's test - takers are a slightly different group than last year's), states are using both new sets of assessments and new cut scores to determine proficiency rates.

«In this age of educational accountability through standards and assessments with only one right answer and success measured by test scores, we need to keep young minds open for alternative ways of thinking... teach students not to get a job, but create one.»