Sentences with phrase «needs achievement tests»

Not exact matches

Yet the need to continue testing for user experience and your goal achievement remains.

In contrast, parents who value a performance orientation, focus on their student's achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.

With our culture and our nation's emphasis on high academic achievement, the perception that in order to get into college kids need straight As and perfect test scores, increased course work and more complex curricula, teachers are feeling the pressure to cover more material, and to prepare kids for the next grade.

«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.

«The Government needs to scrap the damaging school performance tables and focus instead on a more balanced method of assessing educational achievement based on externally marked sample tests.»

Elia said that state testing is an important way for educators to identify achievement gaps, training needs and other issues.

You and I NEED to test our will, throw caution to the wind and hold achievement, not safety as our ultimate goal in fitness and in life!

Since tests can include cultural bias and handicap those with different languages and cultures, we need to look at assessment as a holistic approach that includes performance tasks, portfolios, achievement scores, creativity tests, and other measures.

The global achievement gap is the gap between what we are teaching and testing in our schools, even in the ones that are most highly - regarded, versus the skills all students will need for careers, college, and citizenship in the 21st century.

Chenoweth: They all studied their test score data very closely in order to figure out which students needed extra help and to see patterns in achievement.

«In a world where educational achievement was becoming a stronger and stronger predictor of economic security, high - stakes test results helped us see the need to educate our students better.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

We need to be assured that the scale on which we measure achievement is one of equal units: one student's five - point increase on an achievement test, from 15 to 20, must represent the same gain as another student's five - point increase from 25 to 30 (see Figure 1).

In tackling this task, Feinberg says, they «backed into» the five essential tenets of the KIPP model: High Expectations (for academic achievement and conduct); Choice and Commitment (KIPP students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus on Results (scores on standardized tests and other objective measures are coupled with a focus on character development).

A Maryland school district's curriculum and classroom assessments represent what teachers need to help students reach ambitious academic goals and succeed on state tests, concludes a report issued by a group pushing for greater student achievement.

Because of the need for nationally standardized achievement tests to provide fine - grained, percentile - by - percentile comparisons, it is imperative that these tests produce a considerable degree of score spread — in other words, plenty of differences among test takers» scores.

Teachers discuss and analyze student data such as test scores and achievement gaps, identifying areas in which students» needs aren't being adequately met and redesigning the curricula to meet those needs.

The Palmetto State Teachers Association questioned the value of the state's testing regimen, noting on its web site, «The current statewide tests do not provide immediate diagnostic information needed to improve student achievement or provide information to help teachers plan to meet the needs of each student.

The study found that after multimedia technology was used to support project - based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement.

Dr. Jane Bluestein: There seems to be an enormous need for support, encouragement, and understanding in the teaching profession, including a real practical, effective, nuts - and - bolts approach to classroom successes (much of which are not measurable on current achievement tests, by the way) and problem prevention.

Concerned citizens often need to understand test scores to make sense of the frequent press coverage of international comparisons of student achievement.

It's through concepts that students will be able to go beyond passing the weekly math test and build to a sophisticated understanding of the language of math; hence taking students to the level of achievement needed in fast tech times.

The results in maths show that 44 per cent of the students tested do not meet the baseline identified in ACARA's Measurement Framework for Schooling in Australia 2012 (2013); which outlines a «challenging but reasonable expectation of student achievement at a year level, with students needing to demonstrate more than the elementary skills expected at this level.»

Critics of opt - out contend that test refusals happen mainly in middle - class and wealthy areas, hurting high - need schools by making it more difficult to measure the achievement gap.

In order for us to conclude that school choice achievement results reliably predict subsequent attainment results the P - Value from the X2 test needs to be below.05 and the Gamma needs to be positive.

The test incentivizes the kind of teaching and learning disadvantaged students need to close pernicious achievement gaps in ELA.

Macrogenetic research on digital learning can contribute to the further development of effective math education software, shed light on children's math learning, and also largely eliminate the need for high - stakes testing and traditional achievement tests.

The most striking finding was that charter — high school attendance may positively affect the chance that a student will graduate and go on to college — two critical outcomes that have not been examined in previous research — suggesting the need to look beyond achievement - test scores when measuring the effectiveness of charter schools.

This paper tests the proposal that stereotyping plays a part in creating these judgement inequalities and is instrumental in achievement variation according to income - level, gender, special educational needs status, ethnicity and spoken language.

As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used non-standardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests.

There was — and will continue to be — much to argue about, including test scores, graduation rates, and class sizes (see Diane Ravitch and / or Sol Stern at «related posts» below), but there is no doubt that Klein and Bloomberg have introduced some much needed common sense, business management practices, accountability, and, yes, a laser - like focus on student achievement, to a system that had become unmanageable and unproductive.

Maybe the tests that voucher students take need not be the state tests so long as they're solid measures of achievement.

Educators from all districts talked about the need for (and utilization of) diagnostic and formative assessments of student progress throughout the school year, in addition to state achievement - test data.

If you do accept a standard score generated from an achievement test as an IQ score for that child, you again need to be aware of the test ceilings, and other weaknesses.

There was clear agreement that policy makers need to respond to complaints from teachers and parents about too much testing, about accountability systems that misidentify schools as being either excellent or in need of intervention, and about state - mandated teacher evaluation systems that have consumed policy attention and controversy for little payoff in student achievement.

The message is still clear that the school needs improvement in either achievement, growth, both, or multiple other areas not directly related to testing.

Whether parents work one - on - one with students who need help with reading or grade math worksheets as part of an enrichment program, groups can make a difference in student achievement while motivating students to do their best when it's time for the test.

Phone call # 4: The mother of a highly gifted girl who does algebra in her head «for fun» and consistently scores four years above grade level on tests of mathematics achievement called to ask me how she could convince the classroom teacher and the gifted coordinator that her young daughter did not need to keep adding and subtracting one - and two - digit numbers with the rest of the third grade class.

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

Over this past year of SBAC testing, some told the story that we need SBAC to close the achievement gap.

For example, in addition to information on achievement (which must include more than test score data), the public needs to know if schools lack basics like well - equipped and staffed libraries, art supplies and science labs, and clean bathrooms.

Many school systems have gotten the message that they need to be more data driven, and they are now awash in data - not just yearly student test scores, but figures on how different groups of students are doing in particular subjects or grade levels, how successful a school is at attracting and retaining teachers or closing the achievement gap among disadvantaged students, or how equitable funding is from school to school.

The Whole Child, Whole Person Summit will raise awareness for the need for education systems and schools to use a different methodology that expands the definition of academic achievement beyond content mastery and test scores.

And the attitude from district administration on down is that standardized test proficiency levels drive rankings, «so there is no need to expend precious dollars and personnel boosting the achievement of kids who need no boost.»

Administers standardized achievement tests, interprets results to determine learners» strengths and areas of need for initial, annual and triennial assessments.

Contrary to the arguments of some traditionalists and erstwhile reformers, testing provides the data needed for improving student achievement.

Important here is the need to remember that assessments capable of both predicting performance on state tests and tracking progress toward achievement of state standards must include items across the entire range of skills necessary for demonstrating proficiency in the standards.

... Standardized tests shine a spotlight on disparities in achievement — whether for students of color or those with special needs — so districts can steer teacher support and dollars wisely, said Taylor Rub, a special education teacher at the Minneapolis charter Bright Water Elementary.

Often, teachers are so focused on ensuring that students pass achievement tests that they have little or no time to address students» social and emotional needs.