Not exact matches
They concluded that performance on
standardized tests from 1999 to 2002 was «significantly positively correlated» with «a school's ability to ensure a clean and safe physical environment,» «
evidence that its parents and teachers modeled and promoted good character education» and opportunities «for students to contribute in meaningful ways to the school and its community.»
Indeed, Robert Brennan of the University of Iowa (who directs the Iowa
testing programs), the psychometrician who said «no» and voted with the minority, wrote, «Crucial
evidence from prediction studies does not support a conclusion that scores on College Board
standardized tests administered with extended time to disabled students are comparable to scores on the same
tests administered to nondisabled students without extended time.»
WASHINGTON — In the most comprehensive study of its kind yet conducted, researchers
from Boston College have found
evidence to confirm the widespread view that
standardized and textbook
tests emphasize low - level thinking and knowledge and that they exert a profound, mostly negative, effect on classroom instruction.
Scores
from several
standardized tests do not constitute multiple forms of
evidence.
But
evidence from Wisconsin, the country, and the world shows that students receive a better education
from experienced teachers offering a broad curriculum that emphasizes curiosity, creativity, and critical thinking, as well as getting the right answers on
standardized tests.
Most importantly, Dr. Darling - Hammond states that evaluation should include
evidence of student learning but
from sources other than
standardized tests, and she rejects growth measures such as SGPs and Value - Added Models because of the ever increasing research base that says they are unreliable and create poor incentives in education.
He provides
evidence from several decades of scholarly research on teacher effectiveness to show that teachers do make a difference in student achievement as measured by large - scale
standardized achievement
tests.
Requires substantial supervision by another person to protect oneself
from threats to health and safety due to Severe Cognitive Impairment, defined as deterioration or loss of intellectual capacity that is measured by clinical
evidence and
standardized tests, which reliably measure impairment in: