Sentences with phrase «create meaningful assessment»

«Our philosophy and mission — to create meaningful assessment that supports student learning — are a great fit with Maryland's commitment to students.

In this fifth of a five - part series, educators Jay McTighe and Grant Wiggins discuss how to implement backward design to create meaningful assessments.

Not exact matches

Her practice is known for its «big picture» approach, which starts with a thorough whole - person assessment and uses cutting edge research to help individuals create effective, meaningful change even with the most complex of cases.

This is just about the most horrid job to do - talking about oneself and hoping to create some sort of meaningful yet honest assessment about the one person you can hardly be objective about.

In addition, a recent survey of principals conducted by the National Association of Elementary School Principals (NAESP) found that of the 1,100 principals from 14 Common Core states who responded, more than 80 percent agree that the Common Core has the potential to improve conceptual understanding, increase student skill mastery and create more meaningful assessments of students.

One might take the challenges faced by the consortia - designed assessments as evidence of the impossibility of creating meaningful standards for which educators and students can be held accountable.

More than 80 percent agreed that the Common Core have potential to improve conceptual understanding, increase student skill mastery, and create more meaningful assessments of students.

The authors of Essential Assessment identify four characteristics of classrooms where assessment and self - regulation work well together to create student investment: a vision for learning, meaningful and valuable work, asset - based focus, and action and impact (p. 121).

identify four characteristics of classrooms where assessment and self - regulation work well together to create student investment: a vision for learning, meaningful and valuable work, asset - based focus, and action and impact (p. 121).

Look at tools for creating meaningful homework and assessments.

Teaching for meaning and understanding raises achievement by focusing on «big ideas,» by requiring students to use high - level problem solving skills within authentic contexts, and by creating meaningful and effective assessments.

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.

At the end of my action research, I was able to support my students» reading skill development through clear and focused instruction, designing meaningful practice, creating formative and summative assessments that provided specific data that informed reteaching, and prioritizing time for my students to reflect and track their own growth.

«With Eleanor's book, a teacher can create units of instruction with meaningful assignments that incorporate the new CCSS, provide a means for evaluating student growth as the assignments can definitely serve as models of formative assessment, and highlight teacher effectiveness when aligned to state evaluation rubrics.»

Their smart, concrete strategies for improving classroom assignments, assessments, and environments will help you create learning experiences that are rigorous, meaningful, and rewarding for your students and yourself.

Through a collaboration with the Measured Progress Assessment Services team, a new set of rigorous common assessments were developed to inform instruction, promote instructional equity, and create meaningful learning experiences for teachers and students.

Below are three ways that district and school - based leaders can help teachers embrace the power they have and encourage them to design, implement, and reap the benefits of meaningful, teacher - created assessments.

Said Grisillo, «The study affirms that we can create and refine our assessments to make them meaningful, reflecting what students should be able to know and do.»

«We are thrilled to welcome Illinois to our efforts to create a valid and meaningful assessment system for students with significant cognitive disabilities,» said Neal Kingston, DLM project director and CETE co-director.

With this in mind, have we spent the past 20 years fretting over raising standards, creating related assessments, and designing accountability systems to improve student performance, but neglecting to help students understand why any of this should be meaningful to them?

Create a variety of assessments to accommodate for multiple learning pathways that are transparent and ongoing, and provide meaningful feedback to support student learning.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)