Sentences with phrase «evaluate approaches to assessment»

Not exact matches

Our comprehensive assessment approach provides in - depth data and insights to evaluate and predict a leader's ability to perform, fit and make an impact.

Guard officials described the assessment as a «disciplined approach to identify major waterway safety hazards, estimate risk levels, evaluate potential mitigation measures and set the stage for implementation of selected measures to reduce risk.»

Designing new, research - based approaches to assessment to lessen the unwanted side - effects of TBA and increase the desired effects, evaluating their validity, and using the results of this ongoing research to develop needed modifications.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Observing the on - the - job implementation of newly acquired knowledge, using simulations and scenario - based approaches, comparing the performance of online training course before and after the training, conducting assessments for the employees of an organization based on the online training they received to assess the amount of knowledge they gained through that online training course, are some of the ways through which the strategy of online training can be evaluated by an IT organization and can be improved based on the outcome.

Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment.

For example,» improving history essay structure for EAL pupils through targeted use of formative feedback» rather than simply «improving assessment for learning» leads to more focused professional learning, which makes it easier for the participant to evaluate and refine their approach.

A standards - based approach allows teachers to use information from a variety of assessments to evaluate student learning.

Performance assessments offer a richer, more holistic approach to evaluating what students know and can do.

These seven briefs will help states take full advantage of the unprecedented opportunity to develop next generation approaches to assessment that transcend the standardized instruments commonly used to evaluate school and student performance.

Popham urges the adoption of purposeful educational assessment, a measurement approach in which tests are built and appraised according to their one primary purpose, be it to compare student test scores, improve instruction and learning, or evaluate learning.

The report also describes how two states, Illinois and Delaware, have approached evaluation, and provides a tool from its model - development work, an assessment that states can use to determine their degree of «readiness» for building a stronger system to evaluate principal preparation programs.

In a guest editorial in Educational Leadership 20 years ago (April 1989), Art Costa suggested five approaches to «reassessing assessment»: (1) reestablish the school as the locus of accountability; (2) expand the range and variety of the assessment techniques used; (3) systematize this variety of assessment procedures by developing schoolwide plans for collection and use of information; (4) reeducate legislators, parents, board members, and the community to help them understand that standardized test scores are inadequate indicators of the quality of schools, teachers, and students; and (5) remind ourselves that the purpose of evaluation is to enable students to evaluate themselves.

LaCelle - Peterson, also currently the the senior vice president of the Council for the Accreditation of Educator Preparation (CAEP), provided key insights into assessment standards for national accreditation, specifically in regards to creating an evidence - based approach to evaluating performance in preparing beginning teachers.

Considerations for selecting assessments will be discussed, and one approach, (the DESSA), will illustrate how social and emotional data can be used to guide instruction, evaluate outcomes, and support continuous quality improvement efforts in your programs.

Designed for practicing professionals such as teachers, counselors, psychologists, and administrators, Identifying Gifted Students addresses definitions, models, and characteristics of gifted students; qualitative and quantitative approaches to assessment; culturally fair and nonbiased assessment; and how to evaluate the effectiveness of identification procedures.

In Data - Driven High School Reform, Lachat writes, «Putting student learning at the center of school accountability requires the capacity to assess and use data to monitor student performance and to evaluate the extent to which new structures and approaches to curriculum, instruction and assessment result in higher levels of achievement» (2001).

This report illustrates an approach to evaluating school reform that goes beyond the assessment of student outcomes.

Given the sheer number of game released each year, as well as the extended time required to fully evaluate said products, a «voting outlet» approach allows for the widest possible critical assessment.

Building on lessons from earlier Technology Needs Assessment (TNA) efforts over the past decade, it offers a systematic approach for conducting assessments in order to identify, evaluate and prioritize technological means for both mitigation and adaptation.

Moreover, climate communication faces new challenges as assessments of climate - related changes confront uncertainty more explicitly and adopt risk - based approaches to evaluating impacts.

Schools have the flexibility to innovate by developing and trialling new approaches and by using assessment data to evaluate the efficacy of these interventions.