Sentences with phrase «model we tested adds»

The Ultimate model we tested adds almost all the bells and whistles, including bigger wheels, a panoramic sunroof,...

The model I tested added to these standard features some mechanical goodies that were optional.

Not exact matches

«We're not focused on monetization right now,» Hewson says, adding that the company won't test possible revenue models until 2017.

We'll continue to add to this list as we test more models and different types of wireless headphones.

Using its own economic simulation model, CEBR tested the knock - on effects of adding 1p to employers» NICs, paid by small and medium sized enterprises.

«As everyone knows, our union is opposed to high - stakes testing and value - added model, but even when MaryEllen applied it as required under Florida law, she made collaboration her mantra,» said AFT President Randi Weingarten.

Lifton opposes adding an optional state standardized test as a component for the evaluations, and she's not sure about a new «matrix» model for evaluations that the State Education Department will be required to develop under Cuomo's plan.

But when James Roberts at Johns Hopkins University in Baltimore, Maryland, developed computer models to test just how this works, something didn't add up.

Ruichen developed a theoretical predictive model and carried out the empirical testing, and the two of them correlate beautifully,» he added.

Dr Leonardo Guasti added: «It represents an entirely new concept for the study of the adrenal gland as the ability to generate donor - specific and functional adrenal - like cells will facilitate the next generation of cell - based treatments for adrenal insufficiency, the modelling of adrenal specific diseases, and the testing of personalised interventions on cells derived from patients.»

«There are no established animal models for bipolar disorder, so it will be hard to test this idea in animals,» Dr. Gurwitz added.

Rogers says: «The way to test the model and to become more accurate in our estimates about the time between divergences is to add more information from different DNA sequences.»

Professor Lakey adds: «The model behaves in a way that you would expect of a living bacteria which opens up exciting opportunities for researchers to test new compounds.»

«That knowledge has already allowed us to create a cocktail of monoclonal antibodies that we are testing in larger animal models for possible use in treating infected patients,» adds Dr. Bornholdt.

Wind tunnel tests published by Fish and by Duke University fluid dynamics expert Laurens Howle in 2004 showed that adding tubercle - like bumps to model fins pushed back the stall angle by as much as 40 percent.

«In two related experiments, the researchers tested the consequences of adding eggs to 30 nest boxes during egg laying and to another 30 during incubation, first using real eggs and then using flat paper models.

Grace, who is also a Senior Scientist at Toronto Rehabilitation Institute - UHN, adds that plans are underway to test the model and its cost in various countries.

An improved model has applications beyond the sun, Thomas adds: «Sunspots are proving grounds to test our theories of interactions between gas flows and magnetic fields, which are common in more distant astrophysical objects that we can't resolve.»

Testing models against the existing instrumental record suggested CO2 must cause global warming, because the models could not simulate what had already happened unless the extra CO2 was added to the model.

Small - scale model homes — with and without her new add - ons — were placed in this zone, which scientists call a test section.

The Drosophila model offers the opportunity to test that, she adds.

The most sophisticated approach uses a statistical technique known as a value - added model, which attempts to filter out sources of bias in the test - score growth so as to arrive at an estimate of how much each teacher contributed to student learning.

In challenging the use of value - added models as part of evaluation systems, the teachers» unions cite concerns about the volatility of test scores in the systems, the fact that some teachers have far more students with special needs or challenging home circumstances than others, and the potential for teachers facing performance pressure to warp instruction in unproductive ways, such as via «test prep.»

Value - Added Model (VAM): In the context of teacher evaluation, value - added modeling is a statistical method of analyzing growth in student - test scores to estimate how much a teacher has contributed to student - achievement grAdded Model (VAM): In the context of teacher evaluation, value - added modeling is a statistical method of analyzing growth in student - test scores to estimate how much a teacher has contributed to student - achievement gradded modeling is a statistical method of analyzing growth in student - test scores to estimate how much a teacher has contributed to student - achievement growth.

He is currently directing studies that will explore new methods for evaluating gains in scores on high - stakes tests and evaluate the use of value - added models in educational accountability systems.

This assessment is based on state tests, using a value - added model that applies statistical analysis to students» past test scores to determine how much they are likely to grow on average in the next year.

This allows for the use of statistical models to estimate the total contribution — that attributable to both observable and unobserved teacher attributes — of teachers toward student test - score gains (often referred to as «value added»).

The results of this approach may also be biased in favor of schools serving more advantaged students if the test - score growth of disadvantaged students differs in ways not captured by the value - added model.

We examine three broad approaches to measuring student test - score growth: aggregated student growth percentiles, a one - step value - added model, and a two - step value - added model.

Models for columns (3) and (6) add baseline test scores.

Economists have already developed a statistical method called value - added modeling that calculates how much teachers help their students learn, based on changes in test scores from year to year.

Statisticians began the effort last year by ranking all the teachers using a statistical method known as value - added modeling, which calculates how much each teacher has helped students learn based on changes in test scores from year to year.

The policy requires that at least 40 percent of teachers» evaluation be based on a value - added model (VAM)-- a model that comprises a bewildering formula that incorporates test data from students they do not teach or from subjects they do not teach.

In Florida, the state paid Houghton Mifflin Harcourt, a for - profit textbook publisher, $ 4.8 million to develop classroom observation methods and nearly $ 4 million to the American Institutes for Research, a nonprofit, to create a value - added model for grading teachers based on student test scores, according to state officials.

In value - added analysis, you begin by creating a model that calculates how much kids» test scores, on average, increase each year.

This past Saturday, those involved with Arizona State University's edXchange initiative invited me to speak on VAMs and my new book, Rethinking Value - Added Models: Critical Perspectives on Tests and Assessment - Based Accountability.

Rothstein: «[The] value - added model is a statistical tool that tries to use student test scores to come up with estimates of teacher effectiveness.

Dan Goldhaber and Duncan Chaplin, «Assessing the Rothstein Falsification Test: Does It Really Show Teacher Value - Added Models Are Biased,» (CEDR Working Paper 2011 - 5, 2011).

How many have produced evidence of their tests instructional sensitivity or of the educational significance of the distinctions made by the value - added models they use?

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.»

Henry Braun of the Educational Testing Service wrote: «[Value added modeling] results should not serve as the sole or principal basis for making consequential decisions about teachers.

Value - added models try to separate the contribution of individual teachers or schools to students» learning growth measured by standardized test scores.

I believe every vendor of value - added models should report this information for every achievement test being used as a measure of «teacher effectiveness.»

Based on a series of experiments, [5] simulation studies, [6] and statistical tests, [7] elementary school value - added models do seem to address the selection bias problem well, on average.

Recent Vamboozled posts have focused on one of the qualities of the achievement tests used as the key measures in value - added models (VAMs) and other «growth» models.

Most states are using the value - added models to determine how much teachers contribute to their students» achievement on standardized tests.

But in hindsight, considering the backlash from Congress and from parents upset about standardized testing, and looking at what the American Educational Research Association and the American Statistical Association and the National Research Council have said about the problems of using value - added models to make personnel decisions... do you feel like those were the right big bets?

The American Educational Research Association became the latest organization to caution against using value - added models — complex algorithms that attempt to measure a teacher's impact on student test scores — to evaluate teachers and principals.

Growth and Value - Added models based on tests are unstable metrics that have been shown to vary wildly.

Using value - added modeling, a team of researchers analyzed the test scores of students from these districts.