Sentences with phrase «focus on performance assessment»

Watch for increased focus on performance assessment throughout K — 12 and better proxies for postsecondary preparation and readiness at the high school level.

Finally, and importantly, many district leaders are using Common Core implementation to innovate their assessment strategies by focusing on performance assessment.

More focus on performance assessments such as those noted above would, among other things, lessen unduly burdensome course requirements for nontraditional applicants entering college and university preparation programs.

Most recently, she served as director of performance - based assessment design, where she led initiatives focused on performance assessment development and implemented a professional development program for 60 teachers across New York City focused on Common Core rollout.

Closer to home, the Center for Collaborative Education, in partnership with the Annenberg Institute for School Reform, released the 46th issue of Voices in Urban Education (VUE) focusing on performance assessment.

In support of AACTE's mission to build capacity for high - quality educator preparation programs, we are excited to announce plans for new regional workshops focused on performance assessment, continuous improvement, and quality assurance.

Not exact matches

«Future IQ assessments of individuals with OCD should focus on verbal and not performance IQ — a score heavily influenced by slowness,» the researchers say.

According to Dan M. Frangopol, the Fazlur R. Khan Endowed Chair of Structural Engineering and Architecture at Lehigh University and You Dong, Assistant Professor of Structural Engineering at The Hong Kong Polytechnic University, the majority of previous studies have focused on structural performance and loss assessment under hurricanes.

Second, we examine differential gains on parts of the assessments, since preparation focused on predictable patterns within the test should be accompanied by differentially large performance gains on items reflecting these opportunities.

More importantly, these self - assessments give them the opportunity to go at their own pace and focus on their own performance instead of having to compete with their peers and publicly disclose their personal weaknesses.

Where cognitive approaches have mostly focused on visualizing student engagement with instructional content (e.g. video lectures) and performance on assessments, social learning analytics methods primarily deploy two methodological tools for analyzing social interaction:

In New York state, we have moved from an essentially academic approach to a system that we'll put in place in a few years based on performance assessment [including] value - added requirements, as well as the use of video and attached rubrics, that focus on the practice of teaching.

Too often what passes for assessment is less focused on quality of performance than on issues of format and punctuality — both of which can be important, but are not central.

Finally, by focusing on general trends, as opposed to merely year - to - year variations, assessments can more accurately capture the systemic performance of schools, districts, and states in educating their students with disabilities.

Second, our analysis focuses on the source of the teacher assessment; we do not address the type of rewards or sanctions associated with teacher performance.

One of the two students of Music in this study, a Year 11 student, chose to focus on voice for his performance assessment, although he was reasonably proficient on keyboard, acoustic guitar and viola.

Barron and Darling - Hammond (2008) recommend providing students with several opportunities to review and revise their project work (as a way of delivering a polished performance) and providing comments rather than grades during these assessments to focus attention on the quality of work rather than the worker.

First concerns about U.S. students» middling performance on international assessments came to the forefront in the debate over education policy, with specific emphasis placed on the lean, focused standards in place in top - performing countries.

The focus of education must be on academic learning and growth as opposed to an isolated performance on a single assessment.

So, portfolios are frequently included with other types of authentic assessments because they move away from telling a student's story though test scores and, instead, focus on a meaningful collection of student performance and meaningful reflection and evaluation of that work.

The network includes seven professional learning networks focusing on areas like professional development and performance assessment, as well as online tools to connect educators and administrators to resources and one another.

The focus should be on student performance on grade - level assessments in core subjects, and student growth on those assessments from year to year.

A third teacher noted the advantage of performance assessment in empowering the learner, «I appreciate the focus on having students take more accountability for their learning by choosing a topic that engages them and seeking out their own sources of information.

Teachers learn through self - directed professional development focused on the best practices for student - centered learning; including quality performance assessments, authentic project based learning, and adolescent social and emotional learning.

This group should focus less on assessment tools themselves, such as how to do good portfolios or design a performance event (though references to such materials are quite welcome), and more on successful strategies for changing assessment practices and systems.

For many years, schools have focused on supporting students» academic success and recent efforts include focused attention on the nature of instruction as well as assessments of student performance.

Back in August, NFER researchers Jennie Harland and Claire Hodgson discussed the provisional national curriculum assessment results for KS2, focusing on reading moving from its position as the subject with the highest performance under the old curriculum and assessment regime to the lowest under the new one.

[30] Although school factors are not the focus of our study, this check will show whether the Wilson effect persists when we account for student performance using a very rough measure of proficiency on the state assessment in mathematics.

The initiative includes two private sector partners: Jobs for the Future (JFF), a national nonprofit focused on broadening educational and economic opportunity; and the Stanford Center for Assessment, Language and Equity (SCALE), an affiliate of Stanford University that provides consulting services on the design and implementation of performance - based assessments.

The evidence from research on these and other systems indicate that through using performance assessments schools can focus instruction on higher order skills, provide a more accurate measure of what students know and can do, engage students more deeply in learning, and provide for more timely feedback to teachers, parents, and students in order to monitor and alter instruction.

A new report, The Promise of Performance Assessments: Innovations in High School Learning and College Admission, looks at how these assessments, which focus on the kind of learning students will need to be successful in our innovation economy, are being used to inform college admission, placement, and advising decisions, as well as how they are being used to leverage deeper forms of learning at Assessments: Innovations in High School Learning and College Admission, looks at how these assessments, which focus on the kind of learning students will need to be successful in our innovation economy, are being used to inform college admission, placement, and advising decisions, as well as how they are being used to leverage deeper forms of learning at assessments, which focus on the kind of learning students will need to be successful in our innovation economy, are being used to inform college admission, placement, and advising decisions, as well as how they are being used to leverage deeper forms of learning at all levels.

In California, there is general consensus that the performance assessment, which encourages students to focus on how they would teach a variety of students, has at least created more thoughtful teachers, even if the research isn't clear that the tests are improving the quality of the teaching force.

In almost every state in the United States, and in many countries around the world, there is serious policy and political focus on standards - based reform and the use of increasingly «high - stakes» assessments for students and, in turn, for educators responsible for student performance.

They keep schools focused on succeeding with student performance scales, assessments (formative and summative), tracking student progress, reviewing student work, building expertise on student - centered instructional strategies, problem - solving enrichment, interventions, and conducting instructional rounds to observe others teaching.

Under NCLB - era accountability, too much focus was placed on a single measure (student assessment), casting a spotlight on too narrow a band of students (low - performing students near proficiency) rather than sparking higher performance by all students.

As education policymakers nationwide search for better strategies to improve student performance — including new curriculum standards, computer - assisted learning and better assessment systems — there's increasing focus on more fundamental challenges, especially attendance.

His current work is focused on infusing 21st century skills across the curriculum, performance based assessments, and building digital content development opportunities, and engages in partnerships to advance the use of technology in support of effective teaching and learning.

Schools and school systems will need a laser - like focus on building the capacity of teachers through strong induction programs, job - embedded professional learning, support for implementation of the new Common Core Performance Standards with accompanying assessments and teacher evaluation programs linked to student achievement outcomes.

Lear's focus over the years has been on redesigning high schools, including an early and long interest in alternative schools and work as a senior researcher at the Coalition of Essential Schools, where he was an early advocate for performance assessments.

Increasingly, teachers and administrators are indeed focusing on the «how's» of learning performance, examining strategies that not only will improve performance on specific assessment instruments but will also contribute to the thinking and learning skills that underlie that performance.

During her time as a superintendent, Lisa's district focused on measuring educator performance data for 10 core competencies — including assessment, instruction and student engagement — based on their ability to impact student learning... but using that data to determine the most effective professional development activities requires the right technology.

Advocates of performance assessment believe these tests will prompt educators and school officials to identify the skills and knowledge they want their students to acquire and to focus on teaching students this information.

For years, reports about the declining U.S. performance in mathematics on international assessments have called for greater focus in mathematics education.

Yes, they embedded test - like performance assessments and similar practices into their curriculum, but they focused more on great assessment practices.

The panelists — including Arkansas's Fort Smith Public Schools Superintendent Benny Goodman and the National Center for Learning Disabilities's Laura Kaloi — also advocated for using multiple assessment measures to judge school quality, adding more flexibility for improving low - performing schools, maintaining a focus on holding schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high standards.

TeachingWorks and Educational Testing Service Reception Join TeachingWorks and Educational Testing Service (ETS) at a reception celebrating the third annual Preparing Teachers for Practice strand and introducing the Transforming Educator Licensure (TEL) project, focused on building new performance assessments for teacher licensure.

In recent years, the momentum in education has shifted assessment away from general performance on assignments and toward a focus on the skills that students need to succeed in college or careers.

She works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and assessment design and implementation with a focus on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops; data analysis and use; and program evaluation, collaborative data analysis, and curriculum audits.

The present study focuses on parents» reactions to the implementation of a curriculum - embedded performance assessment with young children ---- the Work Sampling System (or WSS; Meisels, Jablon, Marsden, Dichtelmiller, & Dorfman, 1994).

NJ EXCEL's performance - based assessment system is designed to focus candidates on their continual professional growth from the beginning of the program.