Sentences with phrase «meaningful teacher assessments»

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Critics of U.S. schools» heavy emphasis on testing charge that the high - stakes assessments inflict anxiety on students and teachers, turning classrooms into test - preparation factories instead of laboratories of genuine, meaningful learning.

A reflective, performance - based, independent assessment of a teacher's practice could make the recertification process meaningful again, Catherine Anderson writes.

But the Qudwa Forum also expected teachers to be passionate and compassionate; to encourage students» engagement and responsibility; to respond effectively to students of different needs, backgrounds and languages; to provide continual assessments of students and meaningful feedback; to promote collaborative learning, tolerance and social cohesion; and to ensure that students feel valued and included.

This is complete with a mark scheme and a student / teacher / peer assessment tool to aid students with the DIRT following the assessment and to build meaningful and useful feedback to move forward and make progress.

«Glossing» is a technique that streamlines the revision process for teachers and students, allowing for more effective conference time and focused assessment opportunities, more meaningful reflective writing and revision time, and less time wrangling with paper load.

I am deeply interested in assessment integration within PBL that is both rigorous in helping teachers and students to explicitly address learning goals and authentic in supporting the production of meaningful artifacts.

Either Common Core will be «tight» in trying to compel teachers and schools through a system of aligned assessments and meaningful consequences to change their practice.

The second responsibility of the licensure process is thus to ensure, through valid and meaningful assessment processes, that the teacher can do what the job requires.

Understanding that when students are focused on achieving a grade, the impact of feedback is also diluted, teachers are advised to design meaningful formative assessment tasks that give students the freedom to challenge their assumptions.

This manifested in new systems — from School Grades to new College - and - Career Ready assessments, to meaningful teacher evaluation — things that we can say changed the landscape by telling the truth and putting students and families at the center of all decision - making.

In 2013, CCSSO and the Council of the Great City Schools (CGCS) jointly released Commitments on High - Quality Assessments which is a set of principles to guide state and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents, and teachers.

While technology can certainly make math tasks more meaningful and enjoyable, we will also explore how iPads can be used to collect useful student assessment data and organize it to allow students, teachers, and parents to better understand urgent student learning needs and develop strategies for success.

And attaching any meaningful consequences for individual teachers to the results of those new assessments is proving virtually impossible.

Matching teachers of similar disciplines makes assessment and staff development more meaningful and more effective.

A contributing author to two assessment anthologies, The Teacher as Assessment Leader and The Principal as Assessment Leader, he is also coauthor of Teaching the iGeneration, Communicating and Connecting with Social Media, Building a Professional Learning Community at Work ™, and Making Teamwork Meaningful.

More sophisticated assessment instruments are necessary to provide better feedback to teachers, parents and students, and offer more meaningful information to colleges on students» postsecondary preparation.

Once these are agreed we can look to build a set of descriptors and in turn rigorous, meaningful assessment processes that recognise (and indeed serve to support and develop) the high - quality teaching already happening in many classrooms across the country, rather than adding to teacher workload.

Clarity around the best purpose and use of different types of assessments along with intentionally shifting time and energy to focus on information from assessment gives teachers and students more power and more meaningful information to ensure learning.

Duncan acknowledged the speaker's concerns, but he said that teachers wanted the meaningful assessment tools that he hoped would result from a Race to the Top competition to improve assessment.

Grounded in research, thorough in explanation, and supported by powerful examples and stories from the field, this book will guide PLCs to use common assessments to impact both learners and teachers in positive, meaningful, results - driven ways.»

Diverse and authentic assessments used to inform instruction and less time spent on test prep and bureaucratic paperwork so teachers can focus on planning meaningful instruction.

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...

Teachers should use summative assessments to frame meaningful performance goals, show criteria and models in advance, assess before teaching, offer appropriate choices, provide feedback early and often, encourage self - assessment and goal setting, and allow new evidence of achievement to replace old evidence.

Bring DNA Mathematics experts to your school or district for a deep dive into relevant mathematics content, effective pedagogical actions, appropriate classroom norms, meaningful assessment, and collaborative teacher team efforts.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

The continued use of a high - quality statewide assessment that is aligned to the standards, provides teachers and parents with meaningful information, and has a proficiency score that indicates college and career readiness.

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.

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.

«With Eleanor's book, a teacher can create units of instruction with meaningful assignments that incorporate the new CCSS, provide a means for evaluating student growth as the assignments can definitely serve as models of formative assessment, and highlight teacher effectiveness when aligned to state evaluation rubrics.»

Teachers» sustained investment in inquiry is supported by having access to what they perceive to be meaningful assessment data.

However, infused with the characteristics of Meaningful Student Involvement presented earlier in this book, students experiences can be further enhanced by engaging them in teacher assessments, and in student - led, student - focused learning conferences where they can compare their performance to other students and set future goals.

More than 30 state and urban school leaders have offered strong statements of support for the Council of Chief State School Officers and the Council of the Great City Schools Commitments on High - Quality Assessments, a series of established principles to guide state leaders and district leaders in making sure every assessment administered is high - quality, coherent, and meaningful to students, parents and teachers.

As Betsy Pon, a student and Kindergarten Teacher in the program clearly states, «Assessment literacy ensures meaningful and timely feedback to the learner so that the leaner knows where their ability / knowledge skill lay in progression to the standards, has capability to act upon the feedback, and can make decisions regarding self - assessments.»

One study, for example, found that engaging children in acting out words after explicitly defining them enhanced word learning as measured by standardized assessments later on.28 In other words, when teachers made children aware of the meaning of the words and then engaged them in using those words in a meaningful context, children achieved greater gains than from explicit instruction alone.

Our research - based, award - winning products, including cloud - based i - Ready ®, provide teachers and administrators with flexible resources that deliver meaningful assessments and data - driven, differentiated instruction for children.

We found no meaningful variations across district types, except that teachers in large districts were less likely to consider formative assessments or student motivation in their teacher recommendations.

Through a collaboration with the Measured Progress Assessment Services team, a new set of rigorous common assessments were developed to inform instruction, promote instructional equity, and create meaningful learning experiences for teachers and students.

Because teacher licensing tests, which are currently focused largely on basic skills and subject - matter knowledge, have not provided a meaningful assessment of capacity to teach before entry, teaching has lacked this key element of a profession.

A coherent instructional guidance system, in which curriculum and assessment were coordinated within and across grades with meaningful teacher involvement.

The network also provides schools with access to: a national «knowledge network» of CWC teachers and principals who can share best practices with one another, meaningful professional development opportunities and evaluation tools, student assessment tools and help tracking student achievement, training in school operations, interest - free start - up loans to help new schools get off the ground and long - term financial planning assistance, and help resolving outstanding academic issues when requested by the school.

Below are three ways that district and school - based leaders can help teachers embrace the power they have and encourage them to design, implement, and reap the benefits of meaningful, teacher - created assessments.

This report details how personalized learning initiatives have sparked transformations in student learning through shifting the role of teachers, using technology to increase access to resources, restructuring assessments to provide meaningful information, and increasing college and career readiness exposure.

Fortunately, there are nonprofit education reform organization's like Achieve which give teachers the ability to evaluate open education resources against a set of meaningful criteria including alignment to standards, quality of assessment, and opportunities for deeper learning.

It proposes several recommendations to maximize the value of multiple assessments: work with teachers to make assessment data meaningful and actionable, offer teachers more trainig, and provide teachers with more opportunities to collaborate with colleagues.

â cents Evaluation measures that also include evidence of: differentiated instruction and practices based on student progress; culturally responsive instructional strategies to address and eliminate the achievement gap; high expectations and active student engagement; consistent and effective relationships with students, parents, teachers, administrators and other school and district staff; and meaningful self - assessment to improve as a professional educator.

Once we've set aside the issue of having a meaningful, formative assessment system for all students that can actually assist teachers, there's no truly compelling argument against properly devised sampling of students for standardized testing.

The PS 321 Testing Task Force is a parent - led group that works in partnership with teachers and school leadership to educate our community about the effects of NYS and NYC testing policies and to advocate for meaningful, developmentally appropriate, educator - developed student assessments.

Classroom assessments should serve as a meaningful source of information for teachers, helping them identify what was taught well and what students need to work on.

Meaningful Student Involvement engages students as evaluators delivering purposeful assessments of their classes, teachers, and whole school.

These profiles form the heart of the book, showing students who find community and success (even if not measurable by a multiple - choice test), teachers who provide encouragement, personalized instruction and more meaningful assessments, and a principal who refuses to «teach to the test» and gives teachers a say in developing curriculum.