Sentences with phrase «by use of standardized test scores»

The objectives of this study were (a) to establish the profile of PCHP participants and (b) to assess performance outcomes over the course of the program by use of standardized test scores.

Not exact matches

Infants would be examined by medical providers at regular intervals for the presence of atopic dermatitis (using standardized scoring methods) as well as food allergic symptoms and other allergic disease (confirmed by IgE testing), and not just the presence of allergic sensitization.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

While standardized test scores are typically the measure of student learning used by VAM researchers, studies show that test scores are subject to numerous factors that teachers do not control, according to Audrey Amrein and David Berliner (PDF).

,» published by the Consortium on Chicago School Research, students whose teachers routinely gave «authentic intellectual assignments» increased their scores on the Iowa Test of Basic Skills (a widely used standardized test) by 20 percent more than the average increase in scores nationaTest of Basic Skills (a widely used standardized test) by 20 percent more than the average increase in scores nationatest) by 20 percent more than the average increase in scores nationally.

We oppose high - stakes standardized tests that falsely and unfairly label students of color, students with disabilities and English Language Learners as failing, the use of standardized test scores as basis for refusing to fund schools or to close schools, and the use of student test scores in teacher and principal evaluations, a practice which has been repeatedly rejected by researchers.

In one year, he helped generate a 40 % drop in the number of students scoring below proficiency on a standardized math test by doubling the time all kids spent in math class and creating new, more accessible curricula that included using photography to teach calculation skills.

Using the NLSLSASD's standardized testing results by subgroup, the analysis illuminates the potential role of school isolation in student test score performance.1

«The more time students spent using the popular DreamBox blended - learning math software, the greater progress they made, according to a study of standardized tests scores and student - usage logs by Harvard researchers.

As explained in a guest blog this year by by FairTest's Lisa Guisbond, these measures use student standardized test scores to track the growth of individual students as they progress through the grades and see how much «value» a teacher has added.

While observers will judge Bloomberg and Klein's tenure using standardized test scores — and even they agree those scores are important measures — Klein has made no secret of the fact that he wishes his team's work to be marked in the end by significant upticks in both the graduation rate and the numbers of students who pass basic tests in order to qualify for a Regents diploma.

Nor are voucher schools generally required to give parents the information necessary to determine whether the schools are meeting the needs of their children, such as standardized test scores (which the schools might not even administer to all their students), curriculum used by the schools, or teacher qualifications.

At the same time, their silence gives tacit support to arguments by traditionalists that standardized testing should not be used in evaluating teachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own purposes).

KNOWLEDGE BRIEF 15 by Stephen Raudenbush Student scores on standardized tests are used as measures for teacher accountability, but, arguably, helping children score well on an achievement test is of little value in itself.

A group of Los Angeles teachers Wednesday unveiled their own proposal for a new performance review system that would use both state standardized test scores and assessments chosen by individual schools to measure how well instructors help their students learn.

But the bill, supported by the powerful California Teachers Assn., attracted a firestorm of criticism over the costs to financially strapped districts and the requirement to negotiate with unions every element of evaluations, including the use of state standardized test scores.

Last year Students Matter filed a lawsuit, Doe v. Antioch, against 13 California school districts, saying collective bargaining agreements in those districts violated the Stull Act by explicitly prohibiting the use of student standardized test scores in assessing teacher performance.

In a guest editorial in Educational Leadership 20 years ago (April 1989), Art Costa suggested five approaches to «reassessing assessment»: (1) reestablish the school as the locus of accountability; (2) expand the range and variety of the assessment techniques used; (3) systematize this variety of assessment procedures by developing schoolwide plans for collection and use of information; (4) reeducate legislators, parents, board members, and the community to help them understand that standardized test scores are inadequate indicators of the quality of schools, teachers, and students; and (5) remind ourselves that the purpose of evaluation is to enable students to evaluate themselves.

Gary: with all due respect for those who post here, thank you for your patience with nit - picking, e.g., we could argue interminably over the use of the terms «validity» and «reliability» and «bias» as they are used generally and as they are used in very specific ways by psychometricians when talking about the construction and administration of standardized tests and the inferences that could be drawn about test scores.

Putting aside the broader problems associated with using standardized mastery tests to measure educational outcomes; there is overwhelming evidence that test scores are impacted by a number of factors beyond simply what is going on in the classroom.

I still refuse because aggregate test - results continue to be used to castigate and punish the few economically and racially integrated schools in our state (like those in my town) for the results of the opportunity gaps highlighted by the disparate scores of in - school subgroups on standardized tests.

In every standardized achievement test whose scores we use to judge the quality of the education received by our children, family income strongly and significantly influences the mean scores obtained.

Last month, a Gates Foundation study was released and said to be evidence of the validity of «value - added» measures to evaluate the effectiveness of teachers by using students» standardized test scores.

However, to the dismay of teachers, Governor Cuomo balked at a proposal by legislators to impose a two - year moratorium on the use of Common Core standardized test scores in teacher evaluations, saying, «There is a difference between remedying the system for students and parents and using this situation as yet another excuse to stop the teacher - evaluation process.»

The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, tracked 2.5 million students over 20 years, and using a value added approach, found that teachers who help students raise their standardized test scores have a lasting positive effect on those students» lives beyond academics, including lower teenage - pregnancy rates, greater college matriculation and higher adult earnings.

The opposition of the two unions to performance - based pay and objective data - based teacher evaluations using student test score growth data is driven more by the realization that the teacher dismissal restrictions they support are inherently impediments to professionalism than by an ideological belief that standardized testing has no value in measuring teacher performance.

Fit indices used to evaluate the model included a χ2 goodness - of - fit test (nonsignificant values indicate good fits), the comparative fit index (scores of > 0.95 indicate better fits), the root mean square error of approximation (values of < 0.05 indicate good fits), and the standardized root mean square residual (values of < 0.08 indicate good fits).43, 44 Missing values were imputed through multiple imputation by using functions in the missing data library in S - Plus (Insightful Corp, Seattle, WA).45, 46 The combined data for the cross - lagged / survival model converged more quickly with 15 imputed data sets than did the model that used a likelihood - based approach to missing data.

Research demonstrates that social and emotional learning programs raise students» standardized test scores by an average of 11 percentile points, while improving attitudes, behavior, and interpersonal communication, and decreasing problematic conduct, such as drug use, high - risk sexual interaction, and aggression.