Sentences with phrase «different effectiveness ratings»

This means that two teachers with nearly the same number of points might end up receiving different effectiveness ratings.

Chances are the performance of these two teachers is really not that different, but because of the cut points assigned to different effectiveness ratings, these teachers are given very different messages about how successful they are in their careers.

More than half (53.6 %) of the teachers had a different effectiveness rating under the alternative model.

Not exact matches

At the end of the course, students were asked to rate the discussion group instructors on 12 different traits, covering characteristics related to their effectiveness and interpersonal skills.

The authors point out that the Cincinnati system of evaluation is different from the standard practice in place in most American school districts, where perfunctory evaluations assign the vast majority of teachers «satisfactory» ratings, leading many to «characterize classroom observation as a hopelessly flawed approach to assessing teacher effectiveness.»

It will be impossible to explain to the satisfaction of educators why two schools (or teachers) with similar achievement gains nonetheless received different ratings of their effectiveness.

In this article, I'll explain the peculiarities of an instructional design for «massive» learning, the different pedagogical approaches behind xMOOCs and cMOOCs, and I'll show you how to motivate your learners in order to maximize the effectiveness of your MOOC courses and minimize dropout rates.

This approach appears to produce reliable estimates of charter effectiveness and does so in a manner that ensures high rates of coverage for many different types of charter schools in diverse locations across the country.

What ESSA requires and what North Carolina uses to rate school effectiveness are different, and this creates another issue about simplicity versus confusion.

This is particularly important as illustrated in the prior post (Footnote 8 of the full piece to be exact), because «Teacher effectiveness ratings were based on, in order of importance by the proportion of weight assigned to each indicator [including first and foremost]: (1) scores derived via [this] district - created and purportedly «rigorous» (Dee & Wyckoff, 2013, p. 5) yet invalid (i.e., not having been validated) observational instrument with which teachers are observed five times per year by different folks, but about which no psychometric data were made available (e.g., Kappa statistics to test for inter-rater consistencies among scores).»

Peer effect is a critical missing measure in studies that purport to show charter effectiveness (CREDO NJ for example)-- because it's really hard to separate «school effect» from «peer effect» [because «peers» are an integral part of the «school»] Clearly, schools like North Star that serve substantively different student populations than district schools, and shed «weak» non-compliant students (& their parents) at astounding rates, create peer conditions that are advantageous to those few (50 % or so) who actually make it through.

Today most states combine different measures, including classroom observations and student test data, to produce a rating that describes effectiveness.