Sentences with phrase «classroom assessment results»

Experience with the Environment Rating Scales (ERS) and designing coaching activities based on program data and classroom assessment results.

Student records for all the classroom assessment results were collected for the school year.

Teachers grant more validity to classroom assessment results, classroom observations, homework completion and quality, and students» class participation and behavior than administrators do (Guskey, 2007).

The staff believed students were doing well, based on their classroom assessment results.

Not exact matches

All of the efforts to establish new standards, develop new assessments, improve the quality of teaching, and increase funding will produce few positive results if the effects of that activity do not reach the classroom.

Its system of identifying low - performing teacher - preparation programs considers: the accreditation status of the teacher education unit; passing rates on teacher - certification exams; and results from the state's performance assessments of classroom teachers.

At Feaster - Edison, benchmark assessments are administered on laptop computers wheeled into each classroom on a cart and connected wirelessly to Feaster - Edison's main system, making results available immediately to teachers and administrators.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

• Returning the results from any formative assessments, like the MAP or iReady, to classroom teachers within one week and to parents within thirty days.

Here's what this approach looks like: Administrators make frequent short, unannounced classrooms visits (at least once a month), followed promptly by face - to - face listening / coaching conversations; teacher teams meet regularly to discuss planning, pedagogy, and assessment results; and teacher assessment is saved till the end of the school year, pulling together observations, other points of contact, and teachers» self - assessments.

An ERIC summary of of that study's findings states... «Implemented in 1990, the Burke County initiative appears to have resulted in expanded classroom space, improved classroom management, strengthened instruction and assessment, enhanced student concept and relationships with peers, and improved teacher - parent communication.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

In addition, as a condition of funding, Reading First schools must administer timely classroom assessments and must adjust instruction as needed for every child based on the results.

EdWeek Market Brief dives deep into the K - 12 curriculum and assessment markets, releasing the results of an exclusive survey that asked K - 12 administrators which classroom products they're using, and what they think of those resources.

The system connects data from multiple sources, from self - assessment and classroom observation results to information from student learning and achievement projects.

By integrating coursework with their student teaching in schools, we help our students learn to design, use and interpret classroom assessments, and to communicate those results to students and their families.

I know that the ELPA21 assessments are tied to what my child is learning in the classroom and that those results can help guide the classroom.

As a classroom teacher with about a million things to consider each day, how can you benefit from the results of these international assessments?

Sure, we can use these test results to make broad adjustments in our curriculum, but in order to fine - tune classroom instruction to meet specific student learning needs, ``... we need more fine - grained assessments, and we need to use the information to modify instruction in real time» (ibid.).

Are the existing problems, information gleaned from this book, and the results from the Chugach students convincing enough for your school to make the transition to formative classroom assessments?

Educators should have the support and professional development to apply assessment results in their classrooms.

While teacher unions like UTLA have resisted efforts to tie teacher evaluation to classroom performance, 43 percent of voters said teachers should be judged equally on their students» standardized test results, assessments of their classroom performance and evaluations by peers.

While some educators are very savvy about assessment and how best to use the results in their districts, schools, and classrooms, a lot of administrators and teachers across the country aren't so knowledgeable about it.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

The single - school configuration helped the teachers easily administer common assessments, obtain assessment data from a larger sample size (3 biology classrooms), and use the information from their collaborative study of the assessments results to modify instruction in a timely manner.

The results of that study delivered a searing assessment of the effect that many of the current PD programs have on teacher quality, classroom instruction and student achievement.

Now, as I work with teachers to help them build better formative and other classroom assessment practices, I am happy to provide them with the item analysis results.

This seminar, co-sponsored by Clear Lake Community School District, is appropriate for K - 12 teachers who want to create quality assessments and items in order to get meaningful and actionable results from their classroom assessment practice.

As a result of the extensive work that Dylan Wiliam has done with teachers and administrators over the past decade on classroom formative assessment, he suggests that five key components are essential for effective professional development:

The availability of positive behavioral intervention and support systems that result in positive school and classroom climates and high levels of school safety; students with effective interpersonal, problem - solving, and conflict resolution skills; and staff with the skills to complete functional assessments and implement strategic and intensive interventions for students with pivotal social - emotional / behavioral needs.

These conditions are most articulated at the classroom assessment level, through the use of clear curriculum maps for each standard, accurate assessment results, effective feedback, and results that point student and teacher clearly to next steps.

Because classroom teachers can effectively use all available assessment methods, including the more labor - intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.

· Increase student achievement results, in areas including PSAT / SAT, AP Exams, and State of Illinois required exams, and other high stakes assessments scores, through coaching focused on improving the quality of classroom instruction.

Our work of creating common performance assessments and rubrics and scoring them across classrooms has created a culture of inquiry and a collaborative atmosphere... This is a result of our process of learning about the Common Core, unpacking standards, writing lesson plans and tasks, sharing those plans, giving each other feedback, creating common rubrics, and collectively examining student work.

As a result, we started doing lots of exploratory work with local school districts to find out how they could best be supported to develop classroom formative assessment.

Students are more sophisticated than you think in understanding how assessment results can connect to setting learning goals and getting more personalized classroom instruction.

+ Assess students regularly, records results, examine student assessment data, and refine classroom activities to differentiate instruction for each student + Prepares and provides progress reports; report cards; and other formal and informal assessment data to classroom teachers.

«(W) hen classroom assessment for learning features are missing or are done poorly, the result will be that learning stops» (Stiggins, 2014, p. 68).

As Director, Ms. White modeled best - practices with managers in classroom observations and teacher coaching conversations, maintained key district and community relationships, and coached corps members to diagnose needs based on student progress, resulting in a cohort of first - year English teachers «significantly exceeding growth» on Common Core - aligned state assessments.

Educators should practice the same cautions when interpreting the results of localized classroom assessments.

Teach For America chooses Quick Key as perfect solution for national student survey initiativeActionable results allow teachers to continuously improve classroom practice and student learning experiences CAMBRIDGE, MASS. (August 08, 2016) Quick Key, the mobile assessment software that improves student performance and eliminates hand grading, and Teach For America (TFA) have partnered to implement the time - saving -LSB-...]

By considering interim assessment results along with other classroom assessment and professional judgment, educators can decide how to use Digital Library resources to support their instruction.

Using the Iowa Assessments (Iowa Test; ITBS), a nationally - recognized standardized test by the College of Education of the University of Iowa, our Lower School (Primary and Elementary classrooms) and our Middle School (Intermediate and Middle School classrooms) students» results were outstanding.

Results can be displayed live in the classroom to facilitate discussion (with student identity kept anonymous)-- a «nifty way of using formative assessment to further students» learning» — while teachers can access detailed classroom and student data on their own devices.

Some need to inform instructional decisions as learning unfolds in the classroom, while others make programmatic decisions based on periodic assessment results.

And when it comes to direct assessment, there's a need for tests that can be administered quickly in classrooms and return results to teachers right away.

Use the results of classroom and district formative assessments to see which kids got it, and need enrichment, and which ones didn't, and need additional help.

Through Performance Matters» Unify platform, classroom teachers were able to create standard - based assessments that mirrored the state assessment and its response mechanisms and gain immediate access to these results moments after students completed their assessments.

Intervention and tutoring supports exist within the classroom structure through the design of the curriculum, where teachers are trained to provide in - class intervention based on each child's assessment data results and progress.