Sentences with phrase «information about student understanding»

We rarely hear new ideas about what is actually involved for a teacher or a team of teachers to create and analyze assessments that provide information about student understanding.

Learn the criteria involved in building English language arts and mathematics assessments that are appropriately aligned and rigorous, and that provide valid and reliable information about student understanding.

The assessment also needs to reveal information about student understanding around that target so that the teachers know exactly what to do next.

Using both classical test theory and modern measurement models contextualized to tests with given purposes, the pre-conference session attendees will explore the ideal distribution of item difficulty, the importance of item discrimination (and its location), as well as the use of distractor analysis to revise items and gain information about student understanding and ability.

It also gives me valuable information about student understanding - if a question is universally answered incompletely or incorrectly, I know we need to revisit that topic!

Not exact matches

Analyzing patterns in these incorrect responses can provide educators with useful information about how students» thinking changes as they gain a better understanding of the concept being assessed, according to Project 2061 Research Associate Cari Herrmann Abell.

The idea, Lovett says, is to get students thinking about what they did not know or did not understand, why they failed to grasp this information and how they could prepare more effectively in advance of the next test.

I was interested how the brain processes the information about normative concepts in healthy people to extend our understanding of the neural basis of decision making in social conditions,» said study author Oksana Zinchenko, a PhD student at the Higher School of Economics in Moscow.

The aims of the lessons are to: -: develop student's digital literacies -: help them to think more critically about online information -: develop their ability discuss and develop ideas around information and understand how it applies to their own lives.

Students in Koontz's class also are gaining a special understanding of Mexico through the exchange of «symbolic» butterflies — sewn or drawn representations — that includes information about the lives and surroundings of the students who maStudents in Koontz's class also are gaining a special understanding of Mexico through the exchange of «symbolic» butterflies — sewn or drawn representations — that includes information about the lives and surroundings of the students who mastudents who made them.

The lessons progress through a range of tasks that engage student's interest, encourage them to: -: interact and share what they know -: develop their abilities to extract information from text and graphics -: view information critically -: check the credibility and validity of information -: develop online research skills -: use web based tools to create surveys and data visualisations The lessons cover a range of topics including: -: Advertising and how it influences us -: Body language and how to understand it -: Introverts and extroverts and how they differ -: Emotional intelligence and how it impacts on our relationships -: Facts about hair -: Happiness and what effects it -: Developing study skills -: The environment and waste caused by clothes manufacturing -: Daily habits of the world's wealthiest people -: The history of marriage and weddings Each lesson includes: -: A step by step teachers guide with advice and answer key -: Worksheets to print for students

It is simply too hard to understand, organize, interpret, or make sense out of information — or even to care about it — unless it answers a question that students care about.

Students are asked to read the information about the artist then answer questions, then show their visual understanding through a Morris - inspired design of their own.

Students are asked to read the information about the artworks then answer questions, then show their visual understanding through a high quality observed drawing of a plant (ideally students would work from actual uprooted weeds in the lesson, but source images are provided if this is not poStudents are asked to read the information about the artworks then answer questions, then show their visual understanding through a high quality observed drawing of a plant (ideally students would work from actual uprooted weeds in the lesson, but source images are provided if this is not postudents would work from actual uprooted weeds in the lesson, but source images are provided if this is not possible).

Key knowledge and understanding: helping teachers to understand the professional knowledge base in the chosen area, giving information both about theoretical underpinnings and practical application, linking theory and practice together to help participants develop their understanding of why and how various practices work, and linking the chosen practices to an understanding of how students learn.

In a Trinidad Garza social studies class, Engelhart recalls how a teacher introduced her students to robber barons — unethical American businessmen in the late 19th century, and later big businesses throughout the 1930s and 70s: «I want you to read this information about the robber barons, and then write down two questions: one about a fact that you don't understand and what you need to know about it, and a thinking question: How?

Numbers such as 85 per cent and grades such as B + usually provide little information about the specifics of what students know, understand and can do, and generally give no information about the progress learners make over time.

Students learn through a logical and step - by - step learning journey, including: - Understanding the context of the poem and the horrific events that took place in the battle; - Understanding key information about Owen Sheers» life; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon the language and structural features; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Sheers gets across his message about war; - Peer assessing each other's learning attempts.

Students learn through a logical and step - by - step learning journey, including: - Defining the key term «patriotism» and considering its pros and cons; - Understanding key information about E.E Cummings» life; - Reading and interpreting the poem; - Investigating the structural make - up of the poem, and considering how this links to the poet's message; - Identifying the language features used throughout the poem, and considering how these link to the poet's message; - Analysing how language and structure create meaning through the poem; - Peer assessing each others» learning attempts.

Students are asked to read the information about the artist then answer questions, then show their visual understanding through the identification of motifs in the work.

Students learn to: - Define key terms related to the historical context of The Holocaust; - Remember and understand key information about Anne Frank's experiences, that they learn from an engaging PowerPoint presentation; - Read extracts from Anne Frank's diary; - Answer a range of questions to demonstrate their understanding of Anne's diary; - Analyse the language features used by Anne Frank to create dramatic images in the mind of the reader; - Peer - assess each others» learning attempts.

Students learn through a logical and step - by - step learning journey, including: - Exploring the key concept of «love» and its many meanings; - Understanding key information about William Shakespeare and his sonnets; - Reading and interpreting the poem; - Understanding the poem, with a particular emphasis upon the content, language, and structural features; - Writing an extended analysis piece based upon how Shakespeare gets across his messages about love in the poem, through the use of language and structure; - Peer assessing each other's learning attempts.

The book contains a wide range of tasks, activities and 10 complete lesson / project plans that teachers can use to help students understand visually presented information, how and why the information was collected, research and check the validity of the sources on which the information was based and think about and share how the materials relate to their own lives.

When assessments are focused on establishing and understanding where students are in their learning and monitoring the progress they make over time, other kinds of feedback can be provided to students and parents / caregivers, including information about what students are able to do, supported by samples of their work.

Created for A-Level students and includes the following key information in an easy to understand, but high level presentation: The narrative with key quotations from each section of the text; Poetic devices; Structure of the text and significance; Links to the Canterbury Tales as a whole and literary context; Settings and explanations; The Franklin and how he is significant in telling this tale; Genre and the Breton Lay; What some of the key critics say about The Franklin's Tale; Notes on Kittredge and the marriage group of tales.

Students learn through a logical and step - by - step learning journey, including: - Understanding the context of the poem and defining the key terminology «bayonet», «over the top», «trenches», and «no - man's land»; - Understanding key information about the poet Ted Hughes; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon how Hughes creates visual and auditory imagery; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Hughes creates imagery in order to capture the soldier's horrifying final moments; - Peer assessing each other's learning attempts.

This information about schools and the disparate daily realities of students are a reminder that educators must develop pedagogy that speaks to and examines a range of understandings and experiences.

For example, a grade of C + or a test score of 65 per cent often provides little or no useful information about what a student knows, understands and can do.

Besides providing specific information about your students, these are great resources for more information about recognizing and understanding the impacts of trauma.

In an age when simple facts can be Googled and students create with a combination of analog and digital tools, they need to think about note taking as an opportunity to curate and synthesize information so that they can make conclusions, build deeper understanding, and construct new knowledge.

Many of the following sites provide information about diseases and disabilities, but most importantly, they include activities that can be used to promote interaction and understanding between students with disabilities and their classmates.

In a program leading to a bachelor's degree in special education, prospective teachers learn about the different types of disabilities and how to present information so that students will understand.

Progressive Achievement Tests are series of tests designed to provide objective, norm - referenced information to teachers about their students» skills and understandings in a range of key areas.

International Computer and Information Literacy study (ICILS) is the first international comparative study that assesses the extent to which students know about, understand, and are able to use information and communication technoInformation Literacy study (ICILS) is the first international comparative study that assesses the extent to which students know about, understand, and are able to use information and communication technoinformation and communication technology (ICT).

By learning about search algorithms, students will start to understand that the information they get from searching online does not simply materialize out of thin air!

Contents of this guide run as follows: * Visual summary of plot * Storyboard resource for students to then recall the plot and key events from memory * Form and structure comprehension questions * Settings questions * Context (students explore key issues raised in the play such as youth stereotypes, gang culture, growing violence in the age of the internet etc) * Symbols and Motifs - lots of information about symbols and motifs in the play, followed by a revision activity * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exstudents to then recall the plot and key events from memory * Form and structure comprehension questions * Settings questions * Context (students explore key issues raised in the play such as youth stereotypes, gang culture, growing violence in the age of the internet etc) * Symbols and Motifs - lots of information about symbols and motifs in the play, followed by a revision activity * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exstudents explore key issues raised in the play such as youth stereotypes, gang culture, growing violence in the age of the internet etc) * Symbols and Motifs - lots of information about symbols and motifs in the play, followed by a revision activity * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exStudents explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exStudents make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exStudents have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress examiners.

The combined information from these tests tells postsecondary institutions about students» understanding of the conventions of standard written English and their ability to produce a direct sample of writing.

Rather than distill a student's growth into a single number or percentage, we've leveraged our rich data about each student to provide teachers with classroom - level strategy group support, a real - time activity feed that shares information about whether a student has demonstrated understanding in a lesson, the opportunity to experience the tasks and questions students were given in each lesson, and the ability to easily assign differentiated lessons that take into account each student's prior knowledge.

For assessment to be most helpful and guide further instruction, it must be comprehensive and regular enough to provide fine - grained information about each student, and the student must understand and apply the information.

In a letter to parents from the Oregon Department of Education, near where the parent would sign to opt a student out, was the line: «I understand that by signing this form I may lose valuable information about how well my child is progressing... (and) may impact my school and district's efforts to equitably distribute resources and support student learning.»

Like teachers, parents need accurate and meaningful information about student strengths, challenges, and performance to better understand and support student learning.

The next learning target might shift to student understanding of factual information about geographic characteristics.

Students understand that teachers and education leaders need different kinds of information about their academic (and school?)

Instead of basic workshops about bullying, Villenas says more targeted information about bias - based bullying, specifically, would help teachers understand the issues faced by particular subgroups in their schools and how they play out among students.

Everything students do — such as conversing in groups, completing seatwork, answering and asking questions, working on projects, handing in homework assignments, even sitting silently and looking confused — is a potential source of information about how much they understand.

Research shows that a student's understanding of a concept or skill is deeper when he / she is required to answer questions and recall the information about that concept.

We call this checking for understanding and what I really, really loved, is she actually used the information that the students were giving her about whether or not they understood.

This week, I want to go inside the classroom and talk about things that teachers can do to gather information about student learning and to better understand and support this learning.

An «exit slip» at the end of a class period to determine students» understanding of the day's lesson or quick checks during instruction such as «thumbs up / down» or «red / green» (stop / go) cards are also examples of questioning strategies that elicit immediate information about student learning.

First, I analyze task - based think - aloud interviews with high school students, working to understand how students reason about online information and identify ways to build on that reasoning in order to help them become thoughtful consumers of digital content.