Sentences with phrase «assessments focused on student learning»

And until we ensure high - quality assessments focused on student learning, real efforts to improve public schools and ensure students are college and career ready will struggle to gain the hold they need to succeed.

Not exact matches

These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning.

Jennifer is a passionate advocate of self - directed learning, inquiry, and authentic assessments, and she believes the key to transforming education is to sharpen the focus on student voice and choice in the classroom.

Previous conferences focused on themes of Australian Curriculum, Teachers driving school improvement, and Improving assessments of student learning.

By having these things in place before the project starts, students can focus on the making, and by planning multiple formative assessments for the project, teachers are able to see how their students are doing and how they might make adjustments to better suit their students» learning.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Where cognitive approaches have mostly focused on visualizing student engagement with instructional content (e.g. video lectures) and performance on assessments, social learning analytics methods primarily deploy two methodological tools for analyzing social interaction:

As educators across the country focus attention on designing new and better ways to gauge what students are learning, they risk distorting the meaning and practice of formative assessment and squandering its potential to enhance teaching and learning, an assessment expert is warning.

How Shanghai Does It: Insights and Lessons from the Highest - Ranking Education System in the World says teachers are supported with ongoing professional development which is often collaborative in nature and focused on improving instruction, and a framework of clear learning standards, regular student assessment and well - aligned curriculum.

My focus was on assessment across the whole school and developing a policy that allowed us to take into account the different learning needs of the students.

The true assessment for this activity will be on spelling test day; then you will see that this fun game, in which students are keenly focused on the words they are spelling, can actually help students learn to spell those words.

When assessments are focused on establishing and understanding where students are in their learning and monitoring the progress they make over time, other kinds of feedback can be provided to students and parents / caregivers, including information about what students are able to do, supported by samples of their work.

But when students are learning skills and concepts from grade levels that are different than their enrolled grade, state assessments — which largely focus on grade - level standards — are far less likely to pick them up.

Normally, research studies focus on scores for No Child Left Behind assessments, rather than on how much or little academically gifted students are learning.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

The OECD also stated that the focus of continuing reforms should be on «developing high - quality teaching profession, making leadership a key driver of education reform, ensuring equity in learning opportunities and student well - being, and moving towards a new assessment, evaluation and accountability that aligns with the new 21st - century curriculum».

I would, therefore, encourage teachers to seek out resources on formative assessment, particularly those focused on activating students as owners of their own learning and as resources for one another.

In schools, there is a greater focus on using assessments to establish and understand where students are in their learning regardless of their age or year level, to identify appropriate starting points for teaching and learning, and to monitor the progress that individuals make over time.

AppleTree Early Learning Public Charter School, a pre-K — only charter school that serves more than 800 students on eight campuses, has used its flexibility — as well as a federal Investing in Innovation grant — to develop an integrated model that combines evidence - based curriculum, early childhood assessments, and aligned professional development to help teachers deliver effective instruction focused on improving children's language and social - emotional skills.

As a consultant I work with schools on systemic implementation of differentiated instruction, project - based learning, eliminating assessment and grade fog, and culture building — all with a focus on student voice.

Assessments FOR Learning — all assessment and evaluative efforts including a focus on supporting and motivating deeper and broader learning progress, beyond traditional student Learning — all assessment and evaluative efforts including a focus on supporting and motivating deeper and broader learning progress, beyond traditional student learning progress, beyond traditional student sorting.

Much of the focus in assessments is on outcomes: Did students meet learning goals?

This Focus On discusses the importance of assessment to student learning, as well as the role rubrics can play in an effective assessment system.

Learn how students benefit from a focus on learner agency, peer learning / peer assessment, global perspectives, and more engaging, real - world, and personalized lessons and activities.

Provide principals and teachers with professional development opportunities focused on how to optimize each student's learning based on the results of instructionally supportive assessments.

«New thinking about assessment is focusing on understanding where students are in their learning in order to identify appropriate starting points for action, and evaluate the effectiveness of such action» says Professor

The effort to insist on «assessment boundaries» — which narrow the focus of a standard by setting a ceiling on the content that can be assessed — in connection with every standard often leads to a «dumbing down» of what might actually be learned about a topic, seemingly in the interest of «one - size - fits - all» science that won't be too challenging for students.

Formative assessments help students develop a growth mindset because they focus attention on the learning process, rather than on just the final product.

Annual assessments of student learning, understandably, push school leaders to focus on «now» and this year.

As Michael Fullan points out in his article entitled, «Choosing the Wrong Drivers for Whole School Reform,» real reform takes place when schools have the time and resources to focus on student learning, instruction, and assessment.

Measurement - driven reform expanded the role of assessment into the policy arena in two important ways: a) it focused attention on what students should learn (outcomes), and b) it made teaching toward the test a valued instructional strategy.

The potential for these focused improvement plans to make a difference in the quality of student learning is highly dependent on the degree to which local educators are able to align local curriculum, teaching, and assessment practices with the external measures against which they are being held to account.

Sixty - six percent agreed that formative and interim assessments help teachers better focus on the content that students need to learn, and 60 percent agreed that these assessments provide teachers with the information needed to pace instruction for each student.

Each of the districts featured has redefined its focus on assessment and accountability — away from an externally imposed burden to a valuable policy lever for redefining roles, garnering critical support for essential work, and fostering collective ownership on the part of all adults for student and organizational learning.

When teachers are assessment literate, they effectively use assessments to identify student strengths and weaknesses, avoid spending time covering concepts students already understand and focusing instead on what students are ready to learn.

While education advocates are focused on closing achievement gaps and preparing every student for success, Michigan Assessment Consortium members believe neither will be possible if the education system perpetuates current assessment practices, which focus more on documenting success or failure than on supporting learning.

The key ingredients include establishing clear learning intentions and success criteria, providing targeted instruction in light of student assessment data, and ensuring a culture is established that focuses on students taking ownership over their learning and acting as a resource to others in their learning.

Clarity around the best purpose and use of different types of assessments along with intentionally shifting time and energy to focus on information from assessment gives teachers and students more power and more meaningful information to ensure learning.

A third teacher noted the advantage of performance assessment in empowering the learner, «I appreciate the focus on having students take more accountability for their learning by choosing a topic that engages them and seeking out their own sources of information.

With the focus primarily on assessment, EI's products and services provide the teachers with a complete analysis of the learning gaps of their students and the misconceptions they have.

Teachers learn through self - directed professional development focused on the best practices for student - centered learning; including quality performance assessments, authentic project based learning, and adolescent social and emotional learning.

The development of curriculum, design of instructional activities and the use of assessment measures are focused on learning opportunities and feedback to assist student achievement.

The inservice activities for instructional personnel shall focus on analysis of student achievement data, ongoing formal and informal assessments of student achievement, identification and use of enhanced and differentiated instructional strategies that emphasize rigor, relevance, and reading in the content areas, enhancement of subject content expertise, integrated use of classroom technology that enhances teaching and learning, classroom management, parent involvement, and school safety.

Brent Duckor and Carrie Holmberg, authors of Mastering Formative Assessment Moves: 7 High - Leverage Practices to Advance Student Learning, invite you on the journey to becoming a formative assessor, in part by focusing on seven research - based, high - leverage formative assessment «moves»: priming, posing, pausing, probing, bouncing, tagging, and binning.

She describes four practices characteristic of more helpful homework policies that encourage students to do homework but avoid grades: (1) Stop grading homework, but maintain accountability; (2) Evaluate each assignment to determine whether to grade it; (3) Tie homework to assessments; and (4) Focus on demonstrations of learning, not task completion.

They also shared how empowered they feel by the school's deliberate focus on problem - solving and student - directed learning and assessment.

Brent Duckor and Carrie Holmberg, authors of Mastering Formative Assessment Moves: 7 High - Leverage Practices to Advance Student Learning, invite you on the journey to becoming a formative assessor, in part by focusing on seven research - based, high - leverage formative assessment «moves».

Assessment is a fundamental part of the teaching and learning process, but more time needs to be focused on what a well - balanced assessment system is and can do to help teachers improve student learning.

These include a renewed focus on student learning, greater assessment literacy, improved professional development, better use of data, and more teacher leadership.

Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus, such as lists of essential outcomes, different kinds of assessment, analyses of student achievement, and strategies for improving results.