Sentences with phrase «include assessment purpose»

Now, we'll break down this definition in greater detail in a series of posts, to include assessment purpose, learning targets, assessment quality, the communication of assessment results, and assessment and motivation.

Not exact matches

Based on performance assessments, the CEO attends a meeting of the Compensation Committee held for the purpose of considering the individual executives» annual compensation and recommends the base salary and any incentive bonus awards or long - term incentive awards, if applicable, for each of the executive officers, including the named executive officers.

But the main purpose of these statements, and of all the other communication we do, is simply to try to make the Bank's assessment of the outlook and its actions as understandable as possible to the many people who need to make long - term decisions, including households and businesses.

«The state has to restore the trust and confidence of parents in its assessment system and part of that includes assuring parents that tests are being used by teachers to inform instruction so they can better help the students in their classrooms and that the data is used for those purposes.»

Although, it is a common practice for learning objects also to include assessment, personally, I wouldn't recommend it, as I'd rather prefer to keep assessment separately of the eLearning object for reusability purposes.

Schools should be permitted to use multiple, locally created assessments instead of «one shot» tests to measure student progress for accountability purposes, according to a report released last week by a panel of experts convened by the Forum on Educational Accountability, a group that includes some of the most vocal critics of the 5 - year - old No Child Left Behind Act.

(Week 4) Opportunities to: - explore the importance of audio editing - audacity software - create an audio product - example given is a radio broadcast - the task requires students to bring together everything they've learned in weeks 1 - 3 including microphones, acoustics, purposes etc. - conduct risk assessments before recoding on location as per industry - evaluate own production work

Included are whole lesson resources (normally 2 pounds each) for: - Amazing verbs and adverbs - Adventurous adjectives - Astonishing alliteration - Capturing the readers» attention - Exceptional expanded noun phrases - Perfect personification and awesome oxymorons - Structuring and organising creative writing - Stupendous similes and miraculous metaphors - Wondrous writing - seven wonders of the world - Writing about Emotions There are also a number of games and help - sheets, including: - All 8 writing purpose help - sheets (Analyse, Explain, Inform, Persuade, Describe, Instruct, Evaluate, Argue)- Descriptive writing assessment and mark scheme - Descriptive writing - knowing the words inside out posters.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q3 (language) and Q4 (comparison) and cover the following: - analysis of vocabulary - analysis of sentence forms - analysis of language techniques - explore audience and purpose - study of model answers - exploring the effect of language - improving exam responses using mark schemes - explore perspective - understand the difference between synthesis and comparison - form comparisons between texts - practice timed responses Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

(d) other direct student services which may include, but need not be limited to, responsive services, crisis response, group counseling, individual counseling, appraisal, assessment and advisement, for the purpose of enabling students to benefit from the curriculum, assisting students to develop and implement postsecondary education and career plans, assisting students who exhibit attendance, academic, behavioral or adjustment concerns and encouraging parental involvement.

Activities include: - reminder of assessment objectives (new spec) and mark schemes; - Discussion of articles, their purpose and who writes / reads them; - Mind - mapping class ideas to structure their own writing; - Model paragraphs - with discussion prompt for how to improve them; - Peer and self - assessment grids.

The book includes a description of 75 FACTs (Formative Assessment Classroom Techniques) that can be used for the purposes of eliciting and identifying preconceptions, engaging and motivating students, activating thinking and promoting metacognition, providing stimuli for math discussion, initiating mathematical inquiry and idea exploration, supporting concept development and transfer of knowledge, improving questioning and responses, providing feedback, supporting peer and self - assessment, and reflecting on learning.

Activities include: - reminder of assessment objectives (new spec) and mark schemes; - Discussion of reports, their purpose and who writes / reads them; - Labelling activity for how to format a report; - Correctional exercise (starter) for improving punctuation and formality of sentences; - Mind - mapping class ideas to structure their own writing; - Model paragraphs; - Peer and self - assessment grids.

Ensure that communication with teachers and parents about the tests is frequent and includes the purpose, timing, and results of the assessments and resources for students to help them learn the appropriate grade - level material

Allow me to elaborate: Typically, to protect both the state and the testing company, an assessment contract that includes the use of an assessment created for the intent and purpose of college admission, not state accountability, would include a clause requiring that the test items be reviewed and approved for use by a content committee from the client state.

PURPOSE The Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS - K; U.S. Department of Education, 2000) includes comprehensive assessments of home, classroom, and school contexts and

They create and / or select assessments that balance formative and summative purposes to meet the information needs of all stakeholders, including students.

The purpose of this study was to: 1) determine the amount of money a typical state would incur to implement a high - quality assessment (HQA) system including performance components in comparison to the amount currently being spent on their state assessment, and 2) determine if various cost -...

So, for assessments that are used for formative or interim / benchmark purposes, alignment to the standards will require that tests include items that are likely to be taught and mastered early in the instructional sequence as well as, items that reflect the highest levels of mastery for that standard.

A less known part of the history of special education in the U.S. is that certain types of formative assessments, including curriculum - based measures (CBM) were developed for the purpose of monitoring the progress of students with individualized education programs (IEP).

Beyond that, practitioners (including teachers and school leaders) have attained appropriate levels of assessment literacy when they can adjust assessment practices to fit different purposes (support or certify learning), routinely rely on clear learning targets, actually gather dependable evidence of student learning, communicate results effectively to intended users, and maximize the positive motivational impact of assessments.

In schools, an assessment can serve many purposes, including identifying students who might need intervention, improving instruction, or monitoring a student's progress.

http://www.wrightslaw.com/info/test.myths.reality.htm Big Ideas in Beginning Reading Types of Reading Assessments An effective, comprehensive reading program includes reading assessments for four purposes: • Screening - Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading iAssessments An effective, comprehensive reading program includes reading assessments for four purposes: • Screening - Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading iassessments for four purposes: • Screening - Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Around the world, performance tasks, projects, and collections of student work - including the Advanced Placement and International Baccalaureate examinations - are used as part of both formative assessment systems and formal examination systems that carry accountability purposes.

These examples include assessment audits, implementing systems to collect, manage, and analyze assessment data, supporting assessment literacy, increasing transparency and timeliness, increasing communications about the purpose of statewide assessments, making assessment results more usable and understandable for educators and parents, improving the quality of assessments, and increasing the validity and reliability of statewide assessments.

Examples of the instructional and democratic citizenship benefits of developing these economic reasoning skills in students include: sharpening critical thinking and critical literacy skills; entertaining multiple perspectives; better understanding current events; laying the groundwork for authentic discussions and civil debates; casting informed votes; and making students» thinking explicit for assessment purposes.

The system, which includes both summative assessments for accountability purposes and optional interim assessments for instructional purposes, uses computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed.

1 Speak the Same Language There is little doubt that if change is going to occur, the entire school community — including administrators, teachers, students, parents, and school board and community members — must speak the same language about assessments and their ultimate purpose.

Because these items are included for purposes of school and district analysis of results and do not contribute to student scores, we disregarded them in our assessment of alignment.

Excludes state assessment results for English learners in their first year of enrollment in U.S. schools for purposes of school accountability (however, these students must still be assessed and included in assessment participation rates), and then includes their state assessment results in their second year of enrollment in U.S. schools based on the English language progress measure.

Provides that for purposes of factoring into the state accountability system the requirement for 95 % student participation in state math and reading / language arts assessments, Texas will include that information in its «Closing the Gaps» domain report and that campuses that don't meet the student participation rate will be notified and develop strategies to address it as part of the annual campus needs assessment for Title I funding.

While there are many summative assessment methods, including some that we shared in the last post, the summative assessments that most come to mind are the high - stakes state tests that are used for accountability purposes.

An explanation of the structure and purpose of the interim or end - of - unit assessment and a list of item types that may be included, along with the rationale.

This website provides a wide range of information on assessments, including an overview of assessment literacy, California's assessment system, the purposes and uses of assessments, developing assessments, analyzing data, and effective use of assessment results.

The purpose of this guide is to provide states with strategies for developing universally designed assessments, including conceptualization and item construction; field testing; item reviews; statewide operation; and evaluation.

Use instructionally relevant assessments that are reliable and valid • SCREENING: Collecting data for the purpose of identifying low - and high - performing students at risk for not having their needs met • DIAGNOSTIC: Gathering information from multiple sources to determine why students are not benefiting from instruction • FORMATIVE: Frequent, ongoing collection of information, including both formal and informal data, to guide instruction

-- With respect to a student previously identified as an English learner and for not more than 4 years after the student ceases to be identified as an English learner, a State may include the results of the student's assessments under paragraph (2)(B)(v)(I) within the English learner subgroup of the subgroups of students (as defined in subsection (c)(2)(D)-RRB- for the purposes of the State - determined accountability system.

Each Standard has a title and includes, as necessary, descriptors that further clarify or define the Standard, so that the Standards may be developed further into leadership curricula and proficiency assessments in fulfillment of their purposes.

The purpose of coursework writing is to resolve the practical issue (may include different calculations, or assessment of the policy)

(Sec. 213) Amends the EPCA to: (1) revise the definition of «energy conservation standard» to include energy efficiency for certain covered equipment, water efficiency for certain covered equipment, and both energy and water efficiency for certain equipment; (2) allow the adoption of consensus and alternative test procedures for purposes of the Energy Conservation Program for Consumer Products Other Than Automobiles; (3) require the Secretary to prescribe a new test method for televisions; (4) expand the list of criteria for prescribing new or amended energy conservation standards, including requiring Energy Guide labels to include the carbon output of each covered product; (5) require manufacturers of covered products to submit annual reports and information to DOE regarding compliance, economic impact, annual shipments, facility energy and water use, and sales data that could support an assessment of the need for regional standards; and (6) require state and local building codes to use appliance efficiency requirements that are no less stringent than those set by federal standards.

Despite the utility of the National Assessment, the Administration, most aggressively from the second half of 2002 onward, acted to essentially bury the National Assessment, i.e., by suppressing discussion of it by participating agencies for purposes of research planning by the Climate Change Science Program; suppressing references to it in published program documents including annual program reports to Congress; withdrawing support from the coordinated process of scientist - stakeholder interaction and assessment that had been initiated by the first National Assessment; and making clear that no second National Assessment would be undertaken.

«Permitted Use»: (1) Installing, operating, maintaining, removing, replacing and collecting data from meteorological towers, stations and anemometers, conducting avian, archeological and biological assessments, environmental assessments, soil and preconstruction analysis, and other studies and evaluations deemed necessary by Grantee for purposes of evaluating the Wind Resources of the Premises, exercising the rights granted to Grantee hereunder, and developing the Wind Energy Project; (2) Constructing, installing, operating, accessing, maintaining and removing (including, when necessary, replacing)(a) WTGs on WTG Pads on the Premises for the conversion of Wind Resources to electricity, and including replacing WTGs for purposes of repowering for conversion of Wind Resources to electricity on WTG Pads located on the Premises and / or in connection or conjunction with other real property on which the Wind Energy Project is located; and (b) all related Improvements (i) necessary or convenient to Grantee in conjunction with WTGs for the Wind Energy Project (ii) for the use by Grantee in collecting, transmitting or otherwise making electricity from the WTGs on the Wind Energy Project marketable and available for sale; or (iii) for the use by Grantee for access to and from the Improvements or a public right of way to the WTGs for the Wind Energy Project (in each case, whether or not such WTGs are on the Premises), or (3) uses otherwise permitted herein.

Efforts of the Climate Action Reserve may also assist Ontario in considering various offset protocol types, including review, assessment, and adaptation of protocols, that could serve other purposes than Cap - and - Trade (offsetting emissions from governmental operation, etc.) but that would not be adopted into the linked compliance market under a regional additionality review.

Every district school area board the area of jurisdiction of which includes territory without municipal organization that is not deemed under section 56 or subsection 58.1 (2) to be attached to a municipality, on the residential property and business property in that territory taxable for school purposes, according to the last returned assessment roll.

(5) For the purposes of subsections (1) and (3), medical and rehabilitation benefits payable in respect of an insured person include all fees and expenses for conducting assessments and examinations and preparing reports in connection with any benefit or payment to or for an insured person under this Regulation, other than,

Reasonable fees charged for preparing a disability certificate if required under section 21, 36 or 37, including any assessment or examination necessary for that purpose.

Reasonable fees charged by a health practitioner for reviewing and approving a treatment and assessment plan under section 38, including any assessment or examination necessary for that purpose, if any one or more of the goods, services, assessments or examinations described in the treatment and assessment plan have been: