Sentences with phrase «based outcome assessments»

The academic principles of evidence - based outcome assessments have been used to identify the highest yield solutions to share with other shelters in the Million Cat Challenge.

Not exact matches

Using a common risk assessment tool — called a Monte Carlo simulation — NerdWallet ran 10,000 possible outcomes for investors, based on historical S&P 500 and Treasury returns, and the volatility (riskiness) of those returns.

Low family income during the early childhood has been linked to comparatively less secure attachment, 4 higher levels of negative moods and inattention, 5 as well as lower levels of prosocial behaviour in children.2 The link between low family income and young children's problem behaviour has been replicated across several datasets with different outcome measures, including parental reports of externalizing and internalizing behaviours,1 - 3, 7 -9,11-12 teacher reports of preschool behavioural problems, 10 and assessments of children based on clinical diagnostic interviews.7

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.

Several performance reporting systems now report publicly on aspects of quality such as surgical outcomes, 8 adherence to evidence - based quality measures, 9,10 and patients» assessments of care, 11 but few public reports about the quality of health care organizations have also assessed the equity of care provided by those organizations.

The practice - based network will be a key resource to examine outcomes of spatial neglect assessment, and prism adaptation treatment, to assess whether these care processes enhance functional recovery and overall quality of life.

Dietary guidelines for patients with diabetes mellitus were revised by the American Diabetes Association (ADA) earlier this year.1 The ADA recommends that the composition of the diet be individualized on the basis of a nutritional assessment and the outcomes desired.

The World Health Organization recommended less than 10 % of calories from added sugar based on its assessment of higher consumption and adverse health outcomes.4 With the evidence of higher added sugar consumption and adverse health outcomes accumulating, the American Heart Association recommended that total calories from added sugar should be less than 100 calories / d for most women and less than 150 calories / d for most men.5 Our analysis suggests that participants who consumed greater than or equal to 10 % but less than 25 % of calories from added sugar, the level below the Institute of Medicine recommendation and above the World Health Organization / American Heart Association recommendation, had a 30 % higher risk of CVD mortality; for those who consumed 25 % or more of calories from added sugar, the relative risk was nearly tripled (fully adjusted HR, 2.75).

The outcomes on standards - based social studies and content literacy assessments indicated that the project - based learning curriculum virtually erased the achievement gap between second graders of high and low - socioeconomic backgrounds (Halvorsen, Duke, Burgar, Block, Strachan, Berka, & Brown, 2012).

Using automated tools to support outcome - based education, teaching, and assessments will improve learning outcomes and accelerate continuous quality improvement processes.

Building teacher education programs around the latter set of skills and knowledge, such as the ability to develop outcome based curricula and the ability to engage in outcome based assessment, is necessary.

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).

But descriptions of school - based outcomes and assessments in these schools raise troubling doubts.

Third, a bunch of the folks eagerly cheap - shotting School of One are the same people who typically celebrate the virtues of formative assessment and note the dangers of leaning too heavily on simple test - based outcomes.

Use different assessment methods and activities to measure different processes and outcomes, coming from different learning styles, such as: Multiple - choice questions - MCQ, ePortfolio assessment, concept maps, clickers, or personal response systems - PRCS, online role - plays, scenario - based activities, judged mathematical expression, online discussions, etc..

Those who want to reward teachers on the basis of measured performance should consider whether it is worth the trouble and expense to implement value - added assessment if the only outcome is to reward small numbers of teachers.

Observing the on - the - job implementation of newly acquired knowledge, using simulations and scenario - based approaches, comparing the performance of online training course before and after the training, conducting assessments for the employees of an organization based on the online training they received to assess the amount of knowledge they gained through that online training course, are some of the ways through which the strategy of online training can be evaluated by an IT organization and can be improved based on the outcome.

This is clearly an important dimension of any performance management system, and one would not expect either a principal - based or a test - based assessment system to have a substantial impact on student outcomes unless it were accompanied by meaningful consequences.

Over the course of the two - year project, schools will begin to implement pathway - wide systems of performance - based assessment that include the use of common, outcomes - aligned rubrics and performance tasks, and a culminating student demonstration of learning and skill — all aligned with the Common Core and the 4Cs.

The outcomes on standards - based social studies and content literacy assessments rendered statistically insignificant the achievement gap between second graders in very low - SES and very high - SES school districts.

This product helps teachers... Plan to spiral the ELA standards Identify standards to reteach based on results Align instruction and strategies with desired learning outcomes Practice backward planning from assessments.

The commission, appointed by Gov. Bruce G. Sundlun, urged the state department of education, along with schools and districts, to establish statewide standards for student outcomes and to develop performance - based assessments linked to those standards.

One outstanding lesson that could easily be stretched as a double lesson (2 hours) consisting of; differentiated learning outcomes, starters, plenaries, key terms, exam technique and assessment question practice, based on the emotional development across life stages.

Two outstanding lessons merged into one Power Point that could easily be stretched across three / four lessons lesson (3/4 hours) consisting of; differentiated learning outcomes, starters, plenaries, key terms, exam technique and assessment question practice, based on the social development across life stages as well as an opportunity to identify key theories associated with each aspect of development (PIES) in preparation for the 10 mark exam questions.

As a former local authority child protection expert, Sam feels, when planning training it is vital «to consider that members of staff in all likelihood will have varied levels of understanding of the topic which may also include knowledge which is not evidence based, making individual assessment critical to ensure that the desired learning outcomes are properly understood.»

Valid, reliable, authentic, on - demand, and independent assessments are critical to moving to a system based on student learning outcomes.

Often the crucial aspect related to assessment in an investigative, context - based approach is in how to record and document performance and outcomes.

Review the core outcomes of lessons based on the content, process, and products (formative assessment), and consider how to differentiate one or more of these areas based on readiness and interest.

Additional chapters survey Gardner's recent work on teaching for understanding, performance - based assessment, and model MI school programs and student outcomes.

The No Child Left Behind (NCLB) Act, a reauthorization of the Elementary and Secondary Education Act in 2001, expanded testing requirements and accountability provisions based on assessment outcomes.

Just try to decipher this recent press release about a new study proving «rubric - based assessment can be taken to scale and can produce valid findings with credible and actionable information about student learning that can be used to improve curricular and assignment designs and to increase effectiveness of programs and classes in advancing the most important learning outcomes of college.»

(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.

The largest unified districts in Southern California tend to achieve better outcomes in educating traditionally underserved student populations than their Northern California counterparts, based on newly - released assessments of how well schools are teaching Latino, African - American and low - income students.

She is the lead coordinator and manager on many projects such as Scale - up of EC Pyramid Implementation and Routines - Based Early Intervention in school districts statewide, Part B Early Childhood RDA Initiative for State Systemic Improvement Plan (SSIP), Results Matter Child Outcomes B - 5 for Part B and Part C SPP / APRs, and the Statewide child assessment system.

To achieve the best SEL implementation results, schools must select a quality, research - based assessment that will help streamline instruction, tailor supports to achieve predefined learning goals, and effectively measure outcomes.

Developing curiosity is a natural outcome of Project Based Learning and it can be argued that formative assessments throughout the project substantiate as much information as evaluating the assignments or projects summatively.

The answer is already clear, as research and experience has shown, standards - based approaches that have underpinned national exams and other assessment strategies, do not lead to sustained improvements in educational outcomes.

Our intuitive, web - based project - management tool gives teachers the ability to facilitate frequent, informative feedback loops, validate learning standards and outcome completion, create authentic student portfolios, and manage online learning rubrics (including self - assessment rubrics that students complete).

Measures such as those based on classroom observations and principals» assessments lack that direct link to valued outcomes; evidence connects these other measures to student outcomes only weakly.

With support from Lumina Foundation for Education and the Bill & Melinda Gates Foundation, the Evaluation Toolkit was developed for two purposes: (1) To develop a freely accessible, research - based resource that will enable outreach programs to more readily and systematically use data and outcome measures to improve service delivery, and (2) promote research that will identify effective program models across outreach programs and document the collective impact of programs by using the evaluation data generated through a common assessment framework.

We recommend the use of a coordinated, coherent, evidence based instructional system linked to educational outcomes needed for student success at next education / training level (integrated standards, curriculum, instructional materials, assessments etc.).

Considered a seasoned collaborator and evidence - based strategist, Dr. McGlawn served as the Senior Associate for Linked Learning at The Education Trust - West, where she led assessments of Linked Learning implementation, with a strong focus on the quality of curriculum and instruction delivered through Linked Learning pathways, as well as equitable systemic access and improved outcomes for students.

During the 2014 — 15 school year, the leadership team at ROADS decided to strengthen this outcomes - based system by focusing their attention on the alignment between their assessments, their outcomes, and their standards for rigor.

Discovery Education accelerates school boards» digital transition through comprehensive outcomes - based content, professional development, formative assessment, and community engagement proven to positively impact student achievement.

Learning cycles integrate knowledge and assessment: Teachers make an intense effort to get to know their students» strengths and weaknesses at the beginning of a cycle and fashion many of the cycle's learning outcomes and activities on the basis of what students need.

Routinely - embedded, structured formative assessments are paired with scaffolded differentiation guidance based on specific assessment outcomes.

Talking to Dougco officials, you hear faint echoes of the «outcome - base education» theorists of 20 years ago, with their emphasis on «performance - based» assessments and their insistence that normed tests often fail to measure true intellectual strength.

The long term vision is software - based assessments that are «Embedded, low - anxiety, formative — not the assessment event that creates stress for teachers, principals, students, and families,» said Cameron Evans of Microsoft, and that serve as «durably predictive short term metrics,» said John Katzman of «real - world outcomes» like happiness, employability, and civic responsibility.

The fundamental forms of science assessment that result in learning addressed by the assessment component include the following student outcomes: (a) identifying, constructing, or distinguishing between of examples illustrating the presence or absence of a concept in everyday scenarios, (b) predicting or describing how to produce a specific outcome in everyday scenarios, based upon knowledge of concept relationship (s), and (c) explaining plausible reasons for an occurrence based upon prior knowledge of relevant concept relationships (i.e., abductive reasoning).

Learn how these general outcome measures of basic academic skills can compliment your current standards - based assessments.