Sentences with phrase «measure what»

Autocar also ran the test on a Dunlop Direzza track tyre in order to measure what levels of grip could be generated with a specialist tyre.

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.

Since there is much nationwide controversy surrounding both the PARCC and SBAC tests, how can we, as teachers, be assured that the psychometric properties of these tests actually measure what the test companies claim they measure?

Officials from the Council of Chief State School Officers (CCSS)-RRB-- the group of state superintendents and commissioners - and the Council of the Great City Schools (CGCS) said today that while some testing is needed to see how much kids are learning, many tests are poorly designed, take too much time, don't measure what schools really need to know and can be eliminated.

orgLib provides metrics by item, standard, assessment, student and class that allow teachers to understand and identify patterns of performance to validly measure what student knows and can do and measure instructional improvement.

With instruction tied to standards and expectations, assessment of student knowledge using questions that have been linked to the same standards will effectively measure what students truly understand.

If the state is going to impose sanctions for not meeting the standards based in part on test results, then it is essential that the tests measure what the standards call for.

Judging books by their weight is a measurement, but it doesn't measure what is valuable in a book.

The authors take for granted that the test scores successfully measure what they were intended to measure, which is always a debatable point, and moreso in the earliest stages of a new assessment system.

With LDC, measure what matters most: the assignments students and teachers use every day.

ESSA requires indicators to be valid — or measure what they purport to measure; reliable — measure a specific result consistently over time; and comparable — measure the same element of performance across different schools.22

The tests don't always measure what has been taught.

Over the last 20 years, the education consulting group I work with has collaborated with multiple schools and districts looking to incorporate assessment practices that measure what matters to them.

Describe what you would like your school or district to do to measure what it does for students, and how you would like to have the results used.

In the future, there should be a debate on this point: If one agrees there is value in well - designed standardized tests that measure what students learn, then the new tests, with performance tasks and short answers that measure problem solving and critical thinking, will be an improvement.

You can't just measure what teachers do and slap a number on it.»

If we are using such student performances for high - stakes decision making, we will need to make sure that the determinations are valid (that we measure what we mean to measure) and reliable (that the measure will yield the same results on repeated trials).

«The board must stand firm on the principle that the best — and most accurate — way to hold schools accountable for student learning is to measure what students have actually learned,» the editors declared.

But the problem is that standardized tests aren't designed to «measure what students have actually learned,» at least not in the sense of what they've learned in school.

The new tests, he added, also will address the No. 1 complaint he's heard from teachers: that «bubble tests pressure teachers to teach to a test that doesn't measure what really matters.»

They also need ways to assess the quality of data and whether the data measure what is most important to community members.

Robust assessment engine, with custom learning flows to better measure what your learners actually know and to make sure they're ready to go!

This is significant, because tests administered in the spring will measure what students accomplished during the school year, while fall tests will examine what students knew when they enrolled in school.

Alaska becomes the 16th state to join the Dynamic Learning Maps Alternate Assessment Consortium, a multi-state initiative developing a computer - based assessment designed to more validly measure what students with significant cognitive disabilities know and can do.

Validity data not reported but adequate evidence presented taht subtests measure what they purport to measure

Validity data not reported but adequate evidence presented that subtests measure what they purport to measure

«A test could not possibly measure what she is able to.»

Because education technology products are relatively new in offering a platform where more data can be collected and measured, so is testing and evaluation to measure what works and what doesn't.

Set for large - scale use during the 2014 — 2015 school year, the DLM alternate assessment system will let students with significant cognitive disabilities show what they know in ways that traditional multiple - choice tests can not and is designed to more validly measure what students with significant cognitive disabilities know and can do.

Surely Michelle Rhee must know that if children are drilled on a particular test, that test can not be used to measure what they have learned, except perhaps the test items themselves.

State tests are designed to measure what your child is learning in class — skills that will help them in the life like critical thinking, reasoning, writing, and problem solving.

Once we accelerate adoption, we will truly be able to measure what matters and advance equity for all learners.

Test validity and reliability (in other words, does my test actually measure what I taught and is it free of bias?)

Considering you have already announced a new curriculum development process for this summer, including the use of Rubicon Atlas, there is absolutely no way that your new test could possibly serve as the bench - mark you claim it to be, nor could it be used to determine placement for next year, since it doesn't measure what the student was taught this year.

Unfair, inappropriate and discriminatory because the Common Core SBAC test fails to measure what has actually been taught in the classroom, that the SBAC test is based on materials that is more than two to three levels above grade level, that the SBAC test pass / fail score is calibrated to fail the majority of public schools students and that the SBAC test is particularly unfair because it discriminates against those who face English Language barriers or need special education services.

The PISA test is administered every three years around the world to measure what 15 - year - old students know in math, reading and science before the end of compulsory schooling.

XtraMath is designed to measure what basic math facts students can recall, not what they can calculate.

A: The national trend in teaching to more clearly document and measure what's taught and keep teachers accountable could very easily take a significant toll on my mental and physical health if I'm not careful.

Assessment decisions will have a big impact on principals, who know the difference between leading a school constrained by punitively used tests that fail to measure many of the most important learning goals, and a school that uses thoughtful assessments to measure what matters and inform instruction.

Mississippi has learning standards reviewed and approved by teachers from across the state and state tests that were developed by Mississippi teachers to measure what they are teaching in the classroom.

By deliberately aligning every assessment question to one or more learning goals (and also to classroom instruction), teachers can ensure their assessments measure what they intend for students to know and be able to do, without any outliers.

We believe our existing state tests accurately measure what students should be learning in classrooms across the state.

Proponents say the test data is appropriate because it's one way to measure what's supposed to be the ultimate outcome of teaching — whether students are learning.

The exams are quite different — the SAT is an aptitude test meant to measure your reasoning and verbal abilities, while the ACT is an achievement test designed to measure what you've learned in school.

Additionally, tests do not always measure what they purport to measure.

Unfortunately, standardized tests may not accurately or completely measure what is actually taking place in schools or what the public is most concerned about (i.e., the public interest).

They developed course competencies, or performance assessments, that teachers use to measure what students know and can do with the concepts they've been taught.

To cater to these students, the system is transforming to measure what students know and are able to do rather than how much time they spend in class.

The ever - changing, State - prescribed bar (in terms of scoring the exam) doesn't accurately measure what students know or don't know.

Algorithms measure what the children know and how well they know it.