Sentences with phrase «develop quality assessments»

Not exact matches

A meta - analysis of American interventions with very young fathers points to quality intensive community - based interventions with a good understanding of gender: the staff (who were experienced, empathetic, enthusiastic, and well connected into their communities) partnered with community organisations and used incentives to draw the young men in; they utilized needs assessments and participant feedback; developed one - on - one relationships with their young clients and provided mentoring; offered a comprehensive array of services delivered in engaging and interactive ways which incorporated teaching methods and materials appropriate to young men's culture, sex and age.

She has developed clinical screening and quality measures including, MAPi, the Movement and Pulse index for assessment of fetal well - being, the Mothers's Autonomy in Decision Making (MADM) scale and the MOR (Mothers on Respect) index.

With support from the National Science Foundation, Project 2061 has developed an online bank of high - quality test items and related assessment resources for use in middle and early high school science (http / / assessment.aaas.org), and a grant from the U.S. Department of Education is funding the development of assessment instruments for evaluating students» understanding of energy concepts from elementary through high school.

Beginning in 2011, Olson and her team developed a sports concussion protocol that includes a neuro - cognitive assessment tool called ImPACT, balance testing and quality - of - life measures.

Scientists at The University of Alabama in Huntsville (UAH) have used UAH's Rocket - city Ozone (O3) Quality Evaluation in the Troposphere (RO3QET) Lidar to measure ozone that was chemically produced by summertime lightning over the United States, research that could be important to air quality prediction and assessment once it is developed fQuality Evaluation in the Troposphere (RO3QET) Lidar to measure ozone that was chemically produced by summertime lightning over the United States, research that could be important to air quality prediction and assessment once it is developed fquality prediction and assessment once it is developed further.

Because IAC accreditation is renewed every three years, a long term commitment to quality care and self - assessment is developed and maintained.

In light of these findings, True believes that industry standards must be developed and implemented to ensure reliability and validity of online psychological tests, thereby protecting online dating services from challenges to the quality and accuracy of their assessments.

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

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.

Rather than trying to develop new assessments in every subject / topic / learning module, we could think about indicators of quality problems which then trigger more involvement.

ASSESSMENT OBJECTIVE: develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding Analysis Activity - follow Mark - making analysis of artists Put students into PAIRS give out an example of each of these artists drawing — photocopy to pair CULLEN AND AUERBACH, VAN GOGH AND POLLOCK FEININGER AND GILMAN NICOLSON AND MICHELANGELO Students to describe the marks, the quality of the lines and shapes that define the artist.

States have demonstrated remarkable leadership, first through developing and adopting new, higher standards, and then through design and development of the next generation of high - quality assessments.

Forty - six states and the District of Columbia are «developing high - quality assessments aligned with these standards.»

My assessment focus is on developing quality marking and feedback leading whole school development and closing the gap in reading.

High quality residential programmes develop: • confidence, optimism and a «can do» spirit • the ability to make decisions in the face of complex and daunting challenges • motivation and hence be more successful learners • positive attitude toward problem solving; • resilience, tenacity and determination • adaptability • understanding of risk, risk assessment and risk management • creativity both initiating and being receptive to innovation • knowledge and appreciation of healthier and more active lifestyles • ability to reflect on their own potential and contribution to society • appreciation of others, their place contribution and potential in the world • team work and strong communication skills • leadership qualities Such programmes are motivating, challenging; even fun.

«Further develop the quality assurance arrangements to offer the programme manager and the assessors a clear understanding of the quality of teaching, learning and assessment experienced by apprentices and how this affects apprentices» progress.»

With the testing industry struggling to keep up with the demand fueled by mandates for more student tests, the Bush administration needs to take dramatic steps to ensure that states have the ability to develop high - quality K - 12 assessments, the first report from a recently launched Washington policy group says.

The OECD also stated that the focus of continuing reforms should be on «developing high - quality teaching profession, making leadership a key driver of education reform, ensuring equity in learning opportunities and student well - being, and moving towards a new assessment, evaluation and accountability that aligns with the new 21st - century curriculum».

The consortium, says Linda Darling - Hammond, Charles E. Ducommon Professor of Education at Stanford University, represents an attempt «to develop high - quality performance assessments that can be evaluated in a reliable way.»

In the Ofsted Common Inspection Framework, it's covered under «Effective Leadership and Management»: «Evaluate the quality of the provision and outcomes through robust self - assessment, taking account of users» views, and use the findings to develop capacity for sustainable improvement.»

And a recent report by the Thomas B. Fordham Institute, comparing the new tests with older ones, indicated that the PARCC and Smarter Balanced exams had the strongest matches with the criteria that the Council of Chief State School Officers developed for evaluating high - quality assessments.

Inside the Black Box of Assessment helps you to develop the quality of your summative assessments, offering easy - to - read advice for teachers on how to implement the key techniques within formative assessment — questioning, feedback, and peer / self assessment.

The advantages of a well - mapped learning domain — accompanied by quality assessment processes for establishing where students are in their progress within the domain — include the possibility of teachers, parents and students developing shared understandings of:

Confidence in gross findings can be developed by replication, by averaging results over several time periods, and by using several measures of the development of human capital — not tests alone, but also attendance rates, dropout rates, and promotion rates (a very high - quality assessment will track indicators of human capital such as post-secondary school earnings and higher - education outcomes as well).

Self - assessment and improvement planning is covered under «Effective Leadership and Management» in the CIF, which says to... «evaluate the quality of the provision and outcomes through robust self - assessment, taking account of users» views, and use the findings to develop capacity for sustainable improvement».

Key outcomes measures include an adapted form of the Mathematical Quality of Instruction (MQI), developed by Harvard University as well as teacher knowledge assessment items from the Mathematics Knowledge for Teaching (MKT) instrument.

Hill and her team have developed assessments that capture teachers» mathematical knowledge for teaching and teachers» mathematical quality of instruction, assessments now widely available to researchers, instructional coaches, evaluators, and policy - makers via online training and administrative systems.

Creating & Recognizing Quality Rubrics and accompanying CD - ROM draws from over 20 years of the author's direct experiences with developing rubrics and performance tasks, devising interesting ways to use rubrics as teaching tools in the classroom, employing rubrics to score thousands of pieces of student work for classroom and large - scale assessments, and working with teachers to make their rubrics more instructionally powerful.

Dr Michael Timms directs the Division of Assessment and Psychometric Research at the Australian Council for Educational Research (ACER), which develops high quality assessments and conducts cutting edge research in educational measurement.

The instructors are themselves of two minds on this matter, many of them taking professional pride and pedagogical satisfaction in developing and adapting their own curricula, even as others yearn for someone to please supply them with quality instructional materials that are aligned with the standards and assessments that their states have mandated.

For this changed student interaction with assessment to happen, teachers must guide students and help them develop their «capacity to monitor and adjust the quality of their own work» (Chappuis, Commodore, & Stiggins, 2017, p. 7).

A + Educators has identified focus standards in the core content areas of mathematics, reading, writing, science and social studies, and has developed meaningful student projects utilizing Web 2.0 tools that include engaging qualities of student work and assessment of and for learning.

States can also develop new ways to test through project - based assessments and use student growth, meaning student improvement year to year, rather than just a standalone proficiency score to measure school quality.

By explicitly incorporating training and professional development that supports assessment literacy into state ESSA applications, states can enhance student learning by leveraging funds to develop assessment policies and systems that are in balance and reflect quality assessment practices.

Based on the research around collaboration and formative assessment, Barb specializes in developing Impact Teams to improve teacher quality and student achievement.

Once these are agreed we can look to build a set of descriptors and in turn rigorous, meaningful assessment processes that recognise (and indeed serve to support and develop) the high - quality teaching already happening in many classrooms across the country, rather than adding to teacher workload.

Common Core assessments that are being developed by a multi-state consortium to replace them, both end - of - year and practice tests, may be incorporated, depending on their quality.

The report recommended that: policy makers ensure curriculum and assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand access to technology so students can develop skills before taking tests and teachers can support them; and districts only use interim tests aimed at predicting performance on end - of - the - year tests, if teachers believe they are high - quality.

Most recently Erika developed a tools and process to support the evaluation of large scale summative assessments against CCSSO's Assessment Quality Criteria.

Teachers can develop and use formative assessments to guide future instruction, develop individual learning goals for students, and obtain valuable information about the quality of the lessons being presented to students.

Summer Institute is our Quality Performance Assessment program's annual convening - where our highly - trained staff work with educators to develop their assessment literacy and build their capacity to implement performance assessment systems and accompanying performance tasks in their schools and classrooms.

Abstract: Given the importance of teacher quality and the limitations of using pre-hire characteristics to assess teaching potential, Urban Teacher Center has developed several formative assessments of its teacher candidates to ensure that they receive feedback to support continuous improvement as they develop their practice.

To enhance the quality of our programs, Walden developed an assessment system designed to ensure that all students graduating from the Riley College of Education and Leadership demonstrate the knowledge and skills to be successful.

State experts, local educators, postsecondary faculty and community members from the PARCC states conduct rigorous reviews of every item and passage being developed for the PARCC assessment system to ensure all test items are of the highest quality, aligned to the standards, and fair for all student populations.

Develop high - quality formative and summative assessment strategies, including tasks for speaking and listening, questioning, writing, designing projects and presentations, and giving feedback.

Kathryn (Kathy) Dewsbury - White serves as the president and CEO of the Michigan Assessment Consortium, a statewide non-profit education association organized to provide professional learning opportunities, develop resources and tools, and provide advocacy for quality assessment practice and quality, comprehensive, and balanced assessment systems.

These results and analyses will drive how the assessments are refined and continue to be developed; although the field test may be over, the hard work of making sure the highest quality assessment is delivered to states in the coming school year is still going on.

Since the 1990s, Massachusetts, California, Texas, Indiana, and Minnesota, to name a few, developed high - quality standards, state assessments, and reforms, which led to education improvements.

Effective SEL instruction is essential for students» success, and quality SEL assessments such as the DESSA can be used to ensure schools are developing and supporting the social and emotional skills of all students.

The system consists of four integrated components: local assessments developed by local schools based on state curriculum frameworks; a school quality review process involving periodic intensive onsite visits by teams of external reviewers; limited standardized testing in literacy and numeracy; and, annual reporting by schools to their communities.