Sentences with phrase «important evidence of student learning»

Teachers who use formative assessment as part of their everyday classroom toolbox... quickly identify important evidence of student learning and separate it from distracting information, readily perceive meaningful patterns among their students» responses to questions and tasks, implement a broad range of formative assessment strategies automatically and flexibly as part...

This formative assessment technique engages all students and provides the all - important evidence of student learning for the teacher.

quickly identify important evidence of student learning and separate it from distracting information,

Not exact matches

Evidence is growing that students do better not only socially but also academically when they feel safe and regarded as important members of a learning community.

While there is considerable anecdotal evidence that principals are important — including various movies about the charismatic principal or the bumbling bureaucrat, there has been very little systematic evidence about the magnitude of differences among principals or about their impact on student learning.

If you're wanting to use a STEM education program that hasn't been evaluated, Rosicka says it's important to consider how the impact on student learning will be measured and before you allocate any funding or staff time get in touch with the program provider and ask three questions: Is there existing evidence of the impact of this program on students» learning?

«Assessment boils down to evidence of learning,» but the important outcomes we should be evaluating in students are in fact the most «hard to measure» and subsequently these qualities are simply not being assessed.

Student learning data represents an important — but not the only — source of evidence, used to inform PDP planning.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

And equally important, as you're collecting evidence of a student's learning and understanding, how do you meaningfully report that student's progress and proficiency?

It is still important that teachers and their students learn how to develop and participate in discipline - specific inquiries, which means learning to manage research, organize data, and prioritize and unpack evidence in the construction of accounts and narratives.

How can teachers be enabled to collect evidence of student learning that captures the most important goals they are pursuing, and then to analyze and reflect on this evidence — individually and collectively — to continually improve their teaching?

Additionally, majorities of districts expressed concern about the reliability and validity of certain assessment measures (including test scores), and over the years some districts have designed an evidence - based teacher recommendation rubric that complements test scores by picking up student attributes that are important to student learning (such as student motivation).

Although attention to learning outcomes is important, the greatest benefits will be secured where multiple measures of learning are combined with evidence of practice to paint a meaningful picture of how teaching influences student progress.

As part of a unified theory of action, learning targets compel all members of the school to look for and learn from what students are actually doing during today's lesson to engage with important and challenging content, develop increased understanding and skills, and produce strong evidence of their learning.