Sentences with phrase «different measures of performance»

More companies, particularly startups, are choosing to use different measures of performance and give feedback in real time.

Not exact matches

There are dozens of different ways to measure website performance by tracking metrics.

Every test has a goal against which the performance of different versions is measured.

The performance of the stock market as a whole, or different segments of the market, is measured by stock market indexes.

Bowyer and his colleague Samuel Fenker, also at Notre Dame, used state - of - the - art, commercial iris - matching software to measure differences in the software's performance when comparing more than 20,000 different images of 644 irises, taken between 2008 and 2011.

By systematically varying the ratio of lithium to a transition metal, like trying different amounts of ingredients in a new cookie recipe, the research team was able to study the relationship between the surface and interior structure and to measure the electrochemical performance of the material.

In the competition, the different image analysis methods were applied to a broad spectrum of two - and three - dimensional image data and their performance was quantified using different measures.

The researchers evaluated the effects of the experiment at the beginning and at the end of the exercise, six months later, using two different measurements: cognitive performance tests and magnetic resonance imaging (MRI) to measure variations in the volume of gray matter.

Note that the performance of hGDACNTF or hGPC transplanted animals was not significantly different from control injured rats at all time points (two - way repeated measures ANOVA, * p < 0.05).

The Candle Problem originated as a cognitive performance test, but some of its different iterations measured the influence of incentives on problem - solving.

We measure FCAT performance using developmental - scale scores, which allow us to compare the test - score gains of all the students in our study, even though they took tests designed for different grade levels.

The central challenge in measuring the effect of tracking on performance is that schools that track students may be different in many respects from schools that do not.

Improvements can be measured in two basic ways: the improvement in performance for a given group of students from one year to the next (known as a value - added approach), or the improvement in performance across different groups of students (which we will refer to as cross-cohort changes).

In addition to understanding the different types of tests, it is also useful to understand how student performance is actually measured.

Accreditation also measures different aspects of a district or school, in addition to student performance, such as parent communication and participation, improvement plans, leadership effectiveness, curriculum and instruction quality, student mentoring, use of technology, and professional development.

They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federaDifferent academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federadifferent aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy.

The law required a status measure of student performance, but it was not spelled out whether proficiency rates were required or whether states could pick a different metric.

In particular, the measure does not distinguish different forms and intensities of the performance - pay scheme.

By aggregating across measures that represent very different dimensions of performance, the summative score may not identify schools as low - performing if they are very low on just one measure, even if they are merely average, or even moderately low, on others.

Likewise, research can reveal more about whether TPPs with multiple programs graduate teachers of similar effectiveness, but it can not speak to how, or whether, estimated effects of graduates from different programs within a single TPP should be aggregated to provide a summative measures of TPP performance.

You can still achieve a measure of technical quality with a mix of local and common performance assessments, even if it is of a different nature than historical practice.

[10] They find that given the correlations we typically see among different measures of teacher performance, there is likely to be a significant number of false positives and negatives: teachers falling into one performance category according to one measure and into a different category according to another measure.

Also, value - added was found to be a reliable predictor of students» future performance on different tests that measure higher - level concepts, particularly in math.

The first reason they differ is simply that they each measure really captures a different notion of teacher performance; the measures should yield be different results.

The same concept applies to using differences in teachers» measured performance across different sections (e.g. at the secondary level, where teachers often teach multiple sections of the same subject) to gauge the extent to which measurement error may lead to inaccurate assessments.

Errors in test scores that result from parts of the test that are not relevant to the content being measured and that differentially affect the performance of different groups of test takers.

Datalab said the findings showed the need for greater comparability in performance measures of different subjects.

Collectively, they use more than 30 different assessments to measure reading and math skills and evaluate their programs» academic performance... and that's just the tip of the iceberg.

If there are large discrepancies between the aggregate performances of students on different measures that are not explained by differences in the skills and content they are measuring, this is a flag for further examination of how the assessments are being designed or scored.

Leaders now and in the foreseeable future are held to many types of performance and accountability measures from different external and internal forces.

Even though these tests measure only a limited portion of what we care about in schooling, there is a high level of agreement that reducing achievement gaps between students of different races and economic backgrounds would be a major educational improvement (provided that it was accomplished by raising the performance of the less advantaged).

Incorporate more, and different, kinds of data on student progress and school performance into accountability measures.

ESSA requires indicators to be valid — or measure what they purport to measure; reliable — measure a specific result consistently over time; and comparable — measure the same element of performance across different schools.22

The remaining waiver states created different kinds of performance targets based on student proficiency rates, growth measures, graduation rates, other gap - closing measures, or other data.

First, measuring growth at the student level removes confounding factors (different groups of students, demographic shifts, cohort effects, differential standards across grade levels, etc.) that create variation in proficiency rates unrelated to school performance.

When you're measuring two different elements — one is growth, the other is performance and then you blend those together — you're getting a mix that tends to dilute anybody's understanding of what's really occurring.

Because the tests measure different groups of students from year to year, the results are best used as snapshots of performance relative to other countries at one point in time.

«For years governments of different political complexions have mistakenly tried to use GCSE qualifications as a measure of both a young person's learning and a school's performance,» said Helen Stringer, vice-principal of the Stephen Perse Foundation school in Cambridge.

Researchers found large differences in the pupil progress gap between different types of schools, and have now called on the government to consider new policies including requiring schools to publish their progress measures for disadvantaged pupils on their website, and for that measure to be included in performance league tables for multi-academy trusts.

Most organizations measure the learning inputs of their workforce in different aspects such as knowledge retention and workplace performance.

In the study titled «Different Tests, Different Answers: The Stability of Teacher Value - Added Estimates Across Outcome Measures» published in 2009 by the 3rd best and most reputable peer - reviewed journal, American Educational Research Journal, Papay presents evidence that different yet similar tests (i.e., similar on content, and similar on when the tests were administered to similar sets of students) do not provide similar answers about teachers» value - added perDifferent Tests, Different Answers: The Stability of Teacher Value - Added Estimates Across Outcome Measures» published in 2009 by the 3rd best and most reputable peer - reviewed journal, American Educational Research Journal, Papay presents evidence that different yet similar tests (i.e., similar on content, and similar on when the tests were administered to similar sets of students) do not provide similar answers about teachers» value - added perDifferent Answers: The Stability of Teacher Value - Added Estimates Across Outcome Measures» published in 2009 by the 3rd best and most reputable peer - reviewed journal, American Educational Research Journal, Papay presents evidence that different yet similar tests (i.e., similar on content, and similar on when the tests were administered to similar sets of students) do not provide similar answers about teachers» value - added perdifferent yet similar tests (i.e., similar on content, and similar on when the tests were administered to similar sets of students) do not provide similar answers about teachers» value - added performance.

All that and more, plus we take a look at a different way of measuring a vehicle's performance.

The performance of S&P AMT - Free Municipal indices can be used to measure how different segments of the muni market have performed over time; through them we can measure the historical performance of the three options.

Updated snapshots of this year's top winners & losers might prove instructive... [NB: Each stock's gain / loss is simply measured from its TGISVP evaluation date (i.e. Feb - May, except for NTR), so actual YTD performance rankings of stocks might look a little different].

Novy - Marx's The Other Side of Value paper showed that a simple quality metric, gross profits - to - assets, has roughly as much power predicting the relative performance of different stocks as tried - and - true value measures like book - to - price.

However, I'm always experimenting with different ways of measuring past performance.

As a result it provides a quantitative measure of future policy performance under different energy consumption scenarios.

Various approaches to improve the precision of multi-model projections have been explored, but there is still no agreed strategy for weighting the projections from different models based on their historical performance so that there is no direct means of translating quantitative measures of past performance into confident statements about fidelity of future climate projections.

Counsel's performance is measured without the benefit of hindsight and bearing in mind that the reasonable exercise of professional judgment will in many instances allow for different tactical decisions.R.

However, the laws governing both types (Statute of Frauds and the Uniform Commercial Code, namely), the rules governing partial and complete performance and the remedial measures required when the contractual obligations are not met are dramatically different.