Sentences with phrase «for quality assessment practice»
Kathryn (Kathy) Dewsbury - White serves as the president and CEO of the Michigan Assessment Consortium, a statewide non-profit education association organized to provide professional learning opportunities, develop resources and tools, and provide advocacy for quality assessment practice and quality, comprehensive, and balanced assessment systems.
https://www.assessmenteducation.org/ Not exact matches
In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.
The Student Editions include: • Links to instructional videos, audio, or texts • Links to practice quizzes or activities • 12 assessments that include a total of 39 multiple choice, 2 true / false, and 2 sorting questions • Definitions of key terms related to each of the standards • Examples of how students can apply the standards to their reading and deepen their understanding of what they are reading • Excerpts from several high - quality texts, including: - «Harriet: The Moses of Her People» by Sarah H. Bradford - «The Narrative of Sojourner Truth» by Olive Gilbert and Sojourner Truth - «On Women's Right to Vote» by Susan B. Anthony - «Give Me Liberty or Give Me Death» by Patrick Henry • Accompanying Teaching Notes files The Teaching Notes files include: • Additional activities and writing prompts to help your students explore the standard • Links to additional resources • Ideas to differentiate the activities for students who need extra support or to be challenged further • Answer guides with correct answers, answer choice rationales, word counts, and DOK (Depth of Knowledge) levels
In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.
This detailed and high quality unit includes: * 26 lesson plans (with 13 differentiation strategies) * 44 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (6 sheets) * Copies of 17 full DVD packages (of various genres) to offer pupils choice for their controlled assessment Unit's lessons include: * Huge introductory quiz - history of film; the film industry; film terminology; camera shots; film genres * Mapping film gratifications * Mapping generic and genre - specific DVD package features * AfL activity - improving a controlled assessment response * Step - by - step analysis of DVD packages (CA practice) * Designing a DVD package based on a film trailer (CA practice) * Writing a critical commentary (CA practice) * Formal controlled assessment
New technologies increase competition for quality lectures, practice, and assessments in education, and lower the entry barriers for innovative teachers.
The resource contains approximately nine hours of learning which will be available 24 hours a day, with modules covering: high quality practice and what this means for SEND; identifying needs and the role of assessment; the process for arriving at meaningful outcomes; participation and engagement, both of children and young people, and of their parents and families.
Curtis Chandler highlights quality self - assessment practices, sharing how - to's and apps for rubrics, portfolios, data notebooks, concept maps and more.
The potential for these focused improvement plans to make a difference in the quality of student learning is highly dependent on the degree to which local educators are able to align local curriculum, teaching, and assessment practices with the external measures against which they are being held to account.
NAEYC developmentally appropriate practices (DAP), including instructional practices to promote learning and development, teacher - child interactions, assessment practices, the use of materials and the physical environment, constitute the foundation of quality for all children, including children with disabilities.
Whether it be transitioning to competency - based progression, designing high quality performance assessments, or embedding out - of - school learning experiences into the curriculum, school cultures and practices don't change without substantial time freed up for the adults in a school to plan, design, and reflect on their craft.
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.
The Meadows Center at the University of Texas at Austin has released a piece outlining 10 evidence - based policies and practices for high - quality assessment in schools, along with the research supporting them.
The School Improvement Services department may be contacted for assistance in quality classroom assessment practices, progress assessment practices, and universal assessment practices, including common assessment design, construction and use.
This seminar, co-sponsored by Clear Lake Community School District, is appropriate for K - 12 teachers who want to create quality assessments and items in order to get meaningful and actionable results from their classroom assessment practice.
It is the first research to be produced through Reimagining College Access (RCA), a national initiative of the Learning Policy Institute and EducationCounsel that brings together for the first time k - 12 and higher education policy and practice leaders (see list below) to recognize high - quality k — 12 performance assessment systems and enable higher education institutions to understand and recognize evidence from such systems (as they do with International Baccalaureate and Advanced Placement programs, for example).
By explicitly incorporating language around assessment audits, training for teachers and school leaders that develops sound assessment practices, hiring of personnel with assessment certifications, and parental engagement through assessment literacy into state ESSA applications, states can enhance student learning by leveraging funds to develop assessment policies and systems that reflect balanced and quality practices.
A central project question is, «How might classroom teachers initiate and sustain moves in their practice (to include planning, instruction, assessment and parent engagement) toward increasing quality for English language learners?»
Tools for Thoughtful Assessment contains proven, teacher - friendly tools to engage learners while enhancing the quality of classroom assessment practices.
This content shares relevant existing research and proven practices for creating high - quality local assessments.
The department is asking for input from assessment experts on certain issues, such as the evidence states should submit to demonstrate that they are using high - quality assessment systems, and the best practices related to measuring higher - order thinking skills and individual student growth.
If the primary purpose of assessment is to support high - quality learning (principle one in Principles and Indicators for Student Assessment Systems), then formative assessment ought to be understood as the most important assessment practice.
In each of the sessions, participants will build background knowledge of various types of assessments, how to plan and implement assessment practices to support quality instruction, create structures for systematic checks for understanding, and creating quality criteria to discover what you want to learn from the assessment.
Research and best practice models suggest that high - quality assessments: (1) measure what they are designed to measure; (2) are consistently applied and tested for fairness; (3) regard assessment as an ongoing process for professional growth, not just a «tool» or an isolated event; (4) use the best available evidence, often from multiple sources; (5) reinforce the organization's core goals; (6) provide actionable feedback on what matters most; and (7) help build a culture of continuous improvement.
Kathryn Dewsbury - White is the president and CEO of the Michigan Assessment Consortium, the not - for - profit, nonpartisan education consortium dedicated to increasing quality, comprehensive and balanced assessment practices and systems in the state of Michigan.
In cases where States have environmental impact assessment laws and an evaluation has been completed for a project under that State environmental impact assessment process, the Agencies could incorporate it by reference by following the Council on Environmental Quality's (CEQ) requirements for this practice (40 CFR 1502.21).
In her reasons for judgment, Justice Smith found that, although «persons with disabilities face prejudice and stereotyping and that there is a risk of unconscious bias about the quality of life of a person with a disability,» she was «not persuaded that the risks to persons with disabilities are such that they can not be avoided through practices of careful and well - informed capacity assessments by qualified physicians who are alert to those risks.»
Resumes in this field highlight such duties as scheduling preventative maintenance practices for heavy equipment, light vehicles, and generators; developing comprehensive schedules of heavy equipment - planned repair and long - term breakdowns; and performing daily safety and quality assessments of the site.
Collaborated with Director of Nursing in assessment of quality of nursing care being delivered and recognized need for improvements or changes nursing practices.
A contract or employment position in an organization where I can use my assessment skills, leadership qualities and my love for gerontology in practice as a Nurse Practitioner to impact that population CORE COMPETENCES * ICU * Cardiology * Telemetry * Case management Technical Proficiencies * Cardiac Monitors, * Hemodynamic Monitors, * Cerner Charting Software * CVVHD Machines
/ Patient satisfaction / Partners in assessment / Partnership with parents / Patterns / Peacebuilding / Peer group treatment / Peer pressure (1) / Peer pressure (2) / Peer subcultures / Peers / Perceptions / Permanency planning / Permanency planning and residential care / Permission / «Persona» of the residential center / Personal integrity / Personal qualities / Personal resources / Personnel / Perspectives on restraint / Pessimistic approaches / Philosophy / Philosophy in careworker training / Philosophy of care / Philosophy on behaviour / Physical environment (1) / Physical environment (2) / Physical restraint / Pinocchio / Place of the group / Placed adolescents and their parents / Placement / Placement of acting - out children / Planned ignoring / Planning / Play (1) / Play (2) / Play, work and growth / Pleasures / Points and levels / Points and levels dilemma / Positive context for residential placements / Positive discipline / Positive peer culture (1) / Positive peer culture (2) / Positive peer culture (3) / Positive peer culture in corrections / Positive peer culture problem - solving list / Positive peer groups / Poverty, guilt, and hopelessness / Power / Power and control / Power of peers / Power struggles / Powerful environment / Powerful life events / Powerlessness of punishment / Practice (1) / Practice (2) / Practice skills training / Practice theory / Practice vs. organisation?
It provides strategies for addressing IPV and reproductive and sexual coercion (including useful tips and sample scripts), safety cards to use as a brief intervention to ask and educate patients about IPV and reproductive and sexual coercion, guidance on developing relationships with local domestic violence advocates and community programs, and a quality assessment / quality improvement tool to help programs and practices develop a sustained and coordinated response to IPV and reproductive and sexual coercion.
In response to educator demand for a more effective way to integrate the essential components of high - quality classroom practice, MyTeachingStrategies ™ is an online platform that provides a single entry point for educators to streamline workflow by linking high quality curriculum, formative assessment, professional development and family engagement in a seamless, interconnected way to better support daily instructional practice.
Learn how to implement the GOLD ® online assessment system as you explore MyTeachingStrategies ™, an online single entry point for the Teaching Strategies suite of digital tools, resources, and support that make up the essential pieces of high - quality classroom practice.
Their development and application, however, could lead to improved quality of care and overall health status for First Nations, Inuit and Métis peoples by: providing the skills, knowledge and attitudes that public health practitioners could draw upon to provide culturally competent and safe health services to Aboriginal individuals and communities; improving academic curriculum, training programs, professional certification, health services planning, health policy, and health program evaluation standards; and providing standardized assessment criteria to help governments and organizations share best practices more efficiently and promote culturally safe health services.