Sentences with phrase «measures model performance»

The first level of metrics, including the commonly used correlation coefficient, RMS value, and RMSE, measures model performance in terms of individual variables.

This statistic measures model performance by plotting the sensitivity values — the true positive fraction of test points — against 1 - specificity — the false - positive fraction for all available probability thresholds [53].

Not exact matches

Initially, the P85D Model S scored 103 points when Consumer Reports measured the car's acceleration, braking, handling and other key performance characteristics.

HAS» use of ROIC to measure performance ensures executives» interests are aligned with shareholders» interests and earns it a spot on May's Exec Comp Aligned with ROIC Model Portfolio.

JBSS» use of economic earnings to measure performance also earns it a spot on October's Exec Comp Aligned with ROIC Model Portfolio.

Combining safety, performance, and efficiency, Model S has reset the world's expectations for the car of the 21st century with the longest range of any electric vehicle, over-the-air software updates that make it better over time, and a record 0 - 60 mph acceleration time of 2.28 seconds as measured by Motor Trend.

They measure fund performance as alpha from each of four factor models of stock returns:

A: The pay - for - performance model measures the company's weighted average executive compensation percentile rank for its top five executive officers against the company's weighted average performance percentile rank within a group of 15 peer companies.

PEP's use of ROIC to measure performance also earns it a spot on September's Exec Comp Aligned with ROIC Model Portfolio.

They tested high - performance computational models against known geological and geophysical observations of the Central Anatolian Plateau, and demonstrated that a drip of lithospheric material below the surface can account for the measured elevation changes across the region.

«Advances in high performance computing are finally allowing us to understand the explosive death of stars, and this study shows that such models are needed to figure out new ways to measure dark energy.»

The agency model presumes the employer is able to accurately measure employee performance.

A Singapore - based team of scientists from the Institute of High Performance Computing, A * STAR and The Logistics Institute - Asia Pacific has presented a model that looks into the logistics of disaster relief using open data and tools and measures developed in the field of network science.

The results also show that if GPA and other measures of performance are excluded from the analysis model, it gives the impression that African - American men achieve lower educational levels than their white counterparts.

A multidisciplinary team including fluid dynamics researchers, materials scientists, engineers, structural mechanics experts, and machinists started designing prototype pumps as well as heart models to measure performance.

In addition, we have provided recommendations for selecting performance measures and sample sizes to make these assays sensitive to learning and memory deficits in humans with MCI - AD and in mouse models.

The NPV model enables users to translate a machine learning - based predictive model's performance over time from traditional empirical measures into dollar values by combining machine learning, data acquisition, operational costs, and investment parameters.

While the model is useful for anyone studying and using personality measures, Connelly says having the ability to better predict outcomes like performance, motivation, leadership, procrastination, and commitment to an organization are strong indicators of a potential candidate's effectiveness in the workplace.

Supplementary Fig. 36a shows the performance of the model based on the TIN measure at the tissue level, while Supplementary Fig. 36b compares the predictions based on TIN with the predictions based on gene expression at the individual level.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.

Here is how you can measure eLearning performance using Kirkpatrick's evaluation model.

In this article, I will show you how new technologies can help you measure eLearning performance using Kirkpatrick's four - level evaluation model.

In 2009, most states lacked basic data systems linking teachers to their students over time, and few had growth models in place that could be used to measure teacher performance.

They use a multitude of measures — performance - based assessment, growth models, or value - added models — to assess teacher practice.

Ironically, however, it is not clear that these growth models would fulfill the more simplistic federal requirements for adequate yearly progress, which dictate that the performance of students at each grade level be measured against a fixed standard of proficiency.

The authors of the North Carolina study attempt to control for hard - to - measure permanent characteristics of students who attend charters by estimating what is known as student «fixed effect» models, which involves measuring how student performance changes as students switch between the charter and traditional sectors.

To provide a more comprehensive look at how every state actually measures up, the National Alliance is developing its own model to assess a more complete picture on charter public school performance.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

Any model designed to measure classroom instruction and teacher performance must address many aspects of classroom practice.

The latest bill, introduced Tuesday by Colorado's Democratic senators Mark Udall and Michael Bennet, would shift the measurement of student exam performance, moving from a model based on the raw number of students who pass math and reading tests to a «growth model» that would measure student growth over time.

Its charge was to recommend to the State Board of Education, Governor Snyder, and the legislature an evaluation model that measures the performance of teachers and administrators in all Michigan school districts, including traditional public and charter schools.

• School Improvement - offers research for each element in the SPP • Expanding Excellence - highlights successful efforts of Pennsylvania schools in improving performance • Simulations - provides an interactive tool schools can use to enter values for SPP perfomance measures; the simulation model automatically calculates the resulting SPP final score

The solution enables students to understand and interpret two - dimensional drawings to create three - dimensional models; build, test troubleshoot and revise designs to improve robot performance; Gain practical, hands - on experience using mathematical concepts such as estimating and measuring distance, time and speed.

She co-authored a range of publications on the topic, including school models and many practical tools for teachers, principals and districts; An Opportunity Culture for All; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top; A Better Blend; Teachers in the Age of Digital Instruction; Teacher Tenure Reform; Measuring Teacher and Leader Performance; and Improving Teaching Through Pay for Contribution for the National Governor's Association; and many others.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

We need to leave behind standardized testing as the sole measure to determine whether students and schools are succeeding or failing, and adopt new models that include rich, curriculum - embedded performance assessments and multiple measures of assessing school quality.

What remained unclear after the first study, is whether the school funding model and resulting disparity as measured by the «Funding Disparity Rank» has a direct impact on student performance and outcome?

A Measure of Teacher Performance Creation of growth models and increasingly focused attention on academic growth as the basis for accountability has highlighted the question of how student growth is related to teacher pPerformance Creation of growth models and increasingly focused attention on academic growth as the basis for accountability has highlighted the question of how student growth is related to teacher performanceperformance.

«Mississippi has built a strong foundation for its public education system that includes rigorous academic standards for all students, aligned assessments to evaluate student achievement and an accountability model that clearly measures the performance of our schools and districts.

The plan also establishes 10 - year goals for student performance using end - of - grade and end - of - course exams and goals for closing achievement gaps, and continues the School Performance Grades model, in which schools earn a A-F grades based on proficiency measures and student - growperformance using end - of - grade and end - of - course exams and goals for closing achievement gaps, and continues the School Performance Grades model, in which schools earn a A-F grades based on proficiency measures and student - growPerformance Grades model, in which schools earn a A-F grades based on proficiency measures and student - growth targets.

According to the report, «value - added models» refer to a variety of sophisticated statistical techniques that measure student growth and use one or more years of prior student test scores, as well as other background data, to adjust for pre-existing differences among students when calculating contributions to student test performance.

CAP explores three school classification models intended to «help states measure and rate school performance,» and recommends that any of the models:

A Measured Approach: Value - Added Models Are a Promising Improvement, but No One Measure can Evaluate Teacher Performance, Measuring Up, Daniel Koretz, American Educator, Fall 2008, AFT

[4] As the use of value - added models now allow for the development of a more meaningful understanding of teacher effectiveness, districts should ensure that performance pay systems consider both qualitative and quantitative measures in order to fairly assess and compensate teachers for their performance.

We estimate models that compare students with other students within the same school district, who are receiving special education services for the same disability, and have similar baseline measures of academic performance and other demographic information.

Although the combination of measures improves classification accuracy in a prediction model, in practice, it is difficult to discern the combination of cut scores and patterns of performance that would identify a student as at risk for not passing the criterion measure.

Few of the model policies above explicitly refer to graded lessons — although Ofsted's Inspection Handbook has criteria against which the quality of teaching overall will be judged and the DfE gives an example of lesson quality as an absolute performance measure.

Sophisticated value - added modeling — using student assessment data, adjusted for some student and school characteristics, to determine how much growth in student performance occurred with a particular teacher — is relatively untested as a high - stakes measure, as demonstrated by the controversy that arose when the Los Angeles Times released value - added assessment data by teacher (see http://projects.latimes.com/value-added/).