Sentences with phrase «content knowledge scores»

Not exact matches

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

At BASIS, teachers are first reviewed for their content knowledge; PhDs are not uncommon (see «High Scores at BASIS Charter Schools,» features, Winter 2014).

* Though many parents seem content to cram knowledge and higher test scores into their kids as rapidly as possible, educators and policymakers in the «gifted» world are paying more attention to nurturing qualities like «creativity» and «independent research» in high - ability youngsters.

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

If we really offered our children some great future - oriented content (such as, for example, that they could learn about nanotechnology, bioethics, genetic medicine, and neuroscience in neat interactive ways from real experts), and they could develop their skills in programming, knowledge filtering, using their connectivity, and maximizing their hardware, and that they could do so with cutting - edge, powerful, miniaturized, customizable, and one - to - one technology, I bet they would complete the «standard» curriculum in half the time it now takes, with high test scores all around.

This was the conclusion reached by one study that analyzed the math scores of more than 4,000 children in the United States (ages 10 — 12) and the United Kingdom (age 10 only) to identify the types of mathematics content knowledge that best predicted students» long - term learning.

Moreover, it was highly discouraging to ascertain through score comparison that students were impacted at different levels: those that had entered the summer school with a strong background continued performing well and may have thus increased their content knowledge.

Snow said she'd like to see more meaningful measures of how schools are closing the achievement gap for English learners, such as how quickly a student is able to move out of English - learner status, or finding a way to measure content knowledge without their language limitation being a factor in the score.

The point of this example is that knowledge of content and of the vocabulary acquired through learning about content are fundamental to successful reading comprehension; without broad knowledge, children's reading comprehension will not improve and their scores on reading comprehension tests will not budge upwards either.

For example, high scores on classroom observations rubrics and content knowledge assessments should be correlated with high value - added scores, so the overall evaluation system provides a valid and reliable tool for measuring effective teaching.

However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary - level content area courses.

The training tests will NOT provide scores for students and should NOT be used to measure students» content knowledge.

For example, the passing scores for the Praxis II English Language, Literature and Composition: Content Knowledge; Government / Political Science; and World and U.S. History tests are set just around the 8th percentile.

Though the lonely supporters of Pearson will conclude that a reading test taker doesn't have an advantage by using any one given test prep, there a good deal of evidence to indicate that reading comprehension often has more to do with subject knowledge than reading knowledge per se and that, therefore, test prep that provides content is likely to yield higher scores.

States should choose tests that ensure that student scores are determined by content knowledge and not by extraneous factors.

teacher6402: «The reason that scores and achievement are so low in urban districts is due to many factors: transient leadership, unqualified administrators, lack of curricula, poverty and transient students, lack of parental and community support, politicians posturing at the expense of poor and urban communities, and yes - ineffective teachers who often get in to urban school districts because they lack the skill set and content knowledge to get in to other districts.»

The success of young people in school, the workplace, and the community depends on more than content knowledge and test scores.

Studies show that such curriculum results in better test scores, greater retention of knowledge and content mastery.

Must have a bachelors degree and content knowledge of the subject being scored.

Two reviewers will independently assess the suitability of the preference - based instruments for measuring outcomes in palliative care using the ISOQOL, minimum standards for patient - reported outcome measures (conceptual and measurement model, reliability, content validity, construct validity, responsiveness, interpretability of scores, translation of measure, patient and investigator burden), 43 and the CREATE checklist (descriptive system, health states values, sampling, preference data collection, study sample, modelling, scoring algorithm).44 The ISOQOL minimum standards were chosen as these standards were developed from a systematic review of published and unpublished guidance on patient - reported outcome measures, including the COnsensus - based Standards for the selection of health Measurement Instruments (COSMIN).46 To the authors» knowledge, the CREATE checklist is the only published guidance on what key components should be reported in a valuation study.44 Information on how the contents of the instruments were developed, psychometric properties and valuation will be used to assess the suitability of the instruments for the palliative setting; instruments will be scored on whether the domains or dimensions were developed using input from informal caregivers of people receiving palliative care (yes / no) and whether each of the reporting checklist items has been evaluated for this population (if yes, then a score of one will be allocated) and a total score calculated.

Your ability to detect student change using this survey may vary and can be affected by numerous factors (e.g., number and content of lessons students receive, student scores at pretest, student motivation and interest in topic and survey, etc.) Improvement between pretest and posttest can be viewed as supportive, but not definitive, evidence of the curriculum's impact on short - term knowledge learning objectives.