Sentences with phrase «needed change in assessment»

How can new technologies now assist in bringing about the needed change in assessment?

Not exact matches

But if climate change isn't stabilized soon, the authors wrote,» [t] he large - scale loss of functionally diverse corals is a harbinger of further radical shifts in the condition and dynamics of all ecosystems, reinforcing the need for risk assessment of ecosystem collapse.»

Change, to keep the church alive in the 21st century (in the UK at least where churchgoing is about as normal as ferret juggling) needs to be far, far more radical than that, and based on an assessment of what real people's real needs are, rather than a thirst for novelty.

«Two days of testing is a natural next step, as long as the assessments continue to cover the material needed to truly measure every student's strengths and challenges, and the changes are implemented carefully and with the input of educators and communities,» High Achievement New York, which advocates for higher standards, said in a statement.

A Commons debate on the need for a cumulative impact assessment of welfare reforms saw MPs from across the country sharing stories of how the changes affected people in their constituencies.

David Miliband, in Mountain Ash to deliver the annual Keir Hardie lecture, said he agreed with Mr Brown's assessment of the need for change in 2007, but the promised renewal failed to happen.

We need to encourage people to think more broadly about assessment — not just the research aspects — but we also need to provide tools to create change in a robust and time - efficient manner.

The Academy and Free School agenda, national funding reform, national curriculum and assessment changes including the introduction of the phonics check, distribution of Pupil Premium, significant changes to the Early Years Foundation Stage and the introduction of two Ofsted frameworks in one year all need to be considered alongside these SEND legislative changes.

This design needs to incorporate scope for the type of «check - in and change tack» practices that are at the foundation of assessment - centric teaching practices.

Clear guidance will need to be given on the processes that will need to be in place so that schools can implement the legislative changes, especially in regard to the move to a single assessment process (removal of school action and school action plus) that ensures that all children and young people continue to get the support they need.

I have created a booklet that will help them create their final devised piece, including a summary of the assessment criteria, a choice of three stimuli (a picture, a quote and song lyrics in this case, but you could change them according to your groups needs).

Changes in the skills base and knowledge our students need require new learning goals; these new learning goals change the relationship between assessment and instruction.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

Which brings us back to the point I just raised, that people teaching are the people assessing in general in schools and in tertiary education, so they'll always adjust their assessments to match their teaching — that means everything is all right, so why will we need to change our assessment?

Andrew Hall, AQA's chief executive, said: «The assessment system that's served us well for 30 years needs to evolve if it is to keep pace with how the world is changing and the skills and knowledge our young people will need to progress in life in the future.

A professor at Newcastle University and the brains behind the School in the Cloud, Mitra told the Bett Arena of his belief in the need to «make small changes to the assessment system to drive change throughout the entire system».

Proposed changes to improve teaching practices, including implementation of content - rich curriculum and effective use of assessment data, and proposed changes to professional development are central to our effort to ensure every child in Head Start receives high quality early learning experiences that will build the skills they need to succeed in school and beyond.

A Labor Department panel charged with outlining the skills needed by workers in the modern economy will deliver a step - by - step guide to massive changes needed in teaching practices and student assessment, according to a report designed to serve as a blueprint for the commission's work.

They propose to administer local assessments in some grades, and the statewide assessment in others (federal policymakers would need to enable this change, as it conflicts with current law).

Those who already emphasized writing processes in their instruction felt most positively about the state assessment but changed very little because they had little need to change.

That builds a lot of resentment, as opposed to saying, «We're going to use the fact that we've identified this underperformance to do a real needs assessment and figure out what needs to change, and we're going to invest in capacity - building to change it.»

Bernal hopes that by listening to what teachers have to say and pursuing needed changes to school finance law and assessment, the state could be a better friend to public education instead of continual adversary in the eyes of educators.

Let's Go Learn acknowledges the pressing need for a partnership for fundamental change in the assessment and instruction paradigm.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is requireIn the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is requirein school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

In her new role overseeing the marketing, product management, and sales groups, she is strengthening the company's focus on the district and classroom assessment markets, and increasing awareness of states» changing assessment needs.

Everything from grading policies and assessments, to bell schedules and how teachers and students spend their time will need to change in order to create the conditions for successful implementation.

Formative assessments are used during a lesson with a goal of gathering student data to make changes where needed in real - time during instruction.

Please also be aware that some of the content, though exemplary in describing various areas, may need updates for more recent state assessment and legislative changes (such as CMAS and the Financial Transparency Act) which can be found in the Quality Standards for Developing Charter Schools document.

At that presentation, we explored some of the global trends in education and how the draft K - 9 BC curriculum is a piece of a larger puzzle which will need to include changes in several areas including assessment and reporting.

In a number of sites, PSC is adding value to already cash - strapped districts through much needed services like professional development to help educators engage culturally diverse students and students from low - income families; collaborative, rigorous assessments of entire school communities to reveal strengths and weaknesses and help catalyze change.

Formative assessment creates an environment in a classroom that is fun; students are constantly moving and sharing their learning with peers and adults, while getting feedback about how they are doing and what they need to change.

It identified changes needed to the current business processes, identified needed policy changes, assisted in development of the technical solution for FAA, facilitated initial assessment of workload changes in future on personnel security specialists, and identified preliminary resource requirements.

And while the leadership of the Intergovernmental Panel on Climate Change initially reacted defensively to assaults over some flaws in its influential 2007 reports, it's clear that some top authors of the next round of reports, especially Chris Field of Stanford University and the Carnegie Institution, see the need for substantial changes in how the assessments are done and the reports written.

At the Copenhagen conference in December 2009 the Director of the U.S. Navy Task Force on Climate Change, Rear Admiral David Titley gave a somber assessment of the risks presented by climate change, including the likely need for greater humanitarian and disaster relief missions, and the dangers posed by such «wild cards» as ocean acidification and rising sea lChange, Rear Admiral David Titley gave a somber assessment of the risks presented by climate change, including the likely need for greater humanitarian and disaster relief missions, and the dangers posed by such «wild cards» as ocean acidification and rising sea lchange, including the likely need for greater humanitarian and disaster relief missions, and the dangers posed by such «wild cards» as ocean acidification and rising sea levels.

However, most of the key technological innovations have not reached many of the developing countries and vulnerable communities, particularly those in Southeast Asia; therefore, it is important that the region has the capacity and knowledge needed to mitigate and adapt to the impacts of the changing environment and assessments such as the TNA workshop is indispensable.

Tellingly, it's the board's opposition to climate change risk assessments that underscores why long - term shareowners need a second reform opposed by the board: a meaningful voice in the election of directors.

Finally, it discusses questions of needs and vulnerability assessment in relation to climate change and financial support in Africa.

Fifteen countries also completed assessments of the investments and financial flows needed to address climate change in nationally identified key sectors.

After an intense week of editing a paper on the need for national academies and royal societies to undertake environmental health risk assessments for climate change AND MAKE RECOMMENDATIONS, especially to adopt the IPCC's best - case emissions scenario, RCP2.6 (because the IPCC does not and will not make recommendations), followed by a look at the fires burning in Siberia and the sea ice thinning in the Arctic, it struck me...

Nonetheless in 2011, Nature published another article by Camille Parmesan who urged we end the climate debate, «By over-emphasizing the need for rigorous assessment of the specific role of greenhouse - gas forcing in driving observed biological changes, the IPCC effectively yields to the contrarians» inexhaustible demands for more «proof», rather than advancing the most pressing and practical scientific questions.»

Therefore, considering climate variability and climate change when carrying out life cycle assessments of industry, infrastructure, transport and network industries is of utmost importance, since the need to locate most of these industries and networks in coastal areas will remain and probably increase with human coastal development.

The report calls for a number of needed changes in management, structure, procedure, and communications, to strengthen the IPCC in producing complex climate change assessments and to forestall further damage to the organization's perceived credibility.

«The new chair needs to ensure that more scientists from developing countries are included in future assessment reports,» says Saleemul Huq, director of the International Centre for Climate Change and Development in Dhaka, Bangladesh.

However, the need to define outside influences on land use in regional - scale models, such as global trade, remains a challenge (e.g., Sands and Edmonds, 2005; Alcamo et al., 2006b), so IAMs have an important role to play in characterising the global boundary conditions for regional land - use change assessments (van Meijl et al., 2006).

To be useful in a risk context, climate change assessments therefore need a much more thorough exploration of the tails of the distributions of physical variables such as sea level rise, temperature, and precipitation, where our scientific knowledge base is less complete, and where sophisticated climate models are less helpful.

While our focus here is on national assessments, and in the United States in particular, the project of improving such assessments is an international one, with parallel efforts in other countries or regions (e.g. UK Committee on Climate Change 2017, California's four Climate Change Assessments12); the need for peer learning between respective efforts is critical and often overlooked.

Federal agencies, state and local governments, and businesses have begun preparing for adverse impacts of climate change on the basis of past assessments, but these actors need information more relevant to their planning and decision - making processes, which are fundamentally aimed at ensuring long - term resilience in the face of climate risks.

This review proposes the need for the scientific evidence pertaining to the region's glacier systems to be approached objectively in the future, such that a robust assessment of change can be attained.

Climate Himalaya: In this article it is argued that Disaster Management practice in India need to change the old mindset of disaster relief, to include quick planning and actions, using verifiable space data and avoid delay causing detailed assessments in deciding any government run relief packagIn this article it is argued that Disaster Management practice in India need to change the old mindset of disaster relief, to include quick planning and actions, using verifiable space data and avoid delay causing detailed assessments in deciding any government run relief packagin India need to change the old mindset of disaster relief, to include quick planning and actions, using verifiable space data and avoid delay causing detailed assessments in deciding any government run relief packagin deciding any government run relief package.

Regardless of what the IPCC assessment tells us, we need to prepare for the most intense effects of climate change, not only across the most vulnerable communities, but in all regions of the world.