Sentences with phrase «of academic ability tests»

The results of early National Assessment of Academic Ability tests were used to revise Japanese school curriculum and inform policy making.

Not exact matches

The test of academic freedom is the ability of employees of the university to present ideas that are deeply opposed by the constituency that provides its funding.

The design of this study made it possible to examine 1) the extent to which benefits of breastfeeding on cognitive ability and achievement were evident throughout middle childhood, adolescence, and into young adulthood; and 2) the extent to which breastfeeding was related to a range of indices of academic achievement that included performance on standardized tests, teacher ratings of academic achievement, and levels of success in examinations on leaving school.

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

The first section of the analysis addresses the question of whether Florida's test is a valid test of students» academic abilities.

The finding that happiness is positively correlated with GPA is significant, Hinton notes, because GPA provides a broader picture of academic achievement than standardized test scores, encompassing multiple types of abilities and the influence of social dynamics.

Tests and assignments that students will encounter in their academic career depends upon the student's» ability to understand what is being asked of them.

It's an absolute disgrace that the pressure on schools to ensure pupils pass tests means children as young as three consider themselves «low ability» right at the start of their academic life, a belief which could impact on their self - esteem, carry on throughout their schooling and determine the direction of their adult lives.

Students answer ten questions that test their ability to demonstrate understanding of vocabulary related to family, domestic living, and academic settings; subject pronouns; and Spanish language in the US, the arrival of Columbus, and the Mexican population This printable quiz includes: • Five matching questions • Five short answer questions • Questions including key vocabulary words and topics, such as: la pizarra, el hogar, el rey, Mixtecos, and Mayas • An accompanying teacher guide with correct answers Need more resources?

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

Though tests (especially standardized tests) may be the first thing that comes to mind when you hear the word assessment, comprehensive assessment encompasses a wide range of methods for evaluating a child's social and emotional and academic abilities.

To investigate the claim that course requirements and basic - skills tests may dampen the efforts of high - ability students, I analyzed whether higher graduation standards did indeed encourage students to take more courses in the core academic areas.

Whereas measurement of academic achievement was given by teachers, measurement of cognitive ability came from standardized tests.

It is important to remember that performance on standardized tests is not a complete indication of the full range of a child's academic abilities.

A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills.

The third test is No Child Left Behind (NCLB), the education reform law passed in 2002 whose goals include improving the performance of students in the lower half of the academic ability distribution.

Other teacher attributes: Recent studies suggest that measures of teachers» academic skills, such as SAT or ACT scores, tests of verbal ability, or the selectivity of the colleges they attended, may predict their effectiveness more accurately than the characteristics discussed above.

Poring over school records, he noted a pattern of significantly higher scores on tests of academic achievement and cognitive ability, including IQ tests, up to four years after the program's end.

Before the re-authorization of IDEA of 2004, there was a «discrepancy» rule, which required a «significant» discrepancy between a child's intellectual ability (measured by IQ) and their academic functioning (measured by standardized Achievement Tests.)

Moreover, even if the CSTs were not norm - referenced tests, students currently have no incentive to response to the best of their abilities on the tests and, therefore, there is no guarantee that their responses are indicative of their true academic achievements.

Olsen said use of the new test instead of a Smarter Balanced test means state education officials won't be able to compare Wisconsin students» academic abilities to other states» students.

My question: how do we assess the students» academic abilities and progress without penalizing schools and teachers and without the pressure of standardized tests?

As I have discussed on several previous occasions (see, for example, Gross, 1993) Australia is not a test - oriented society, and the majority of teachers assess the academic ability of their students purely on the quality of their classroom performance.

They argue that «teaching to the test» is a misuse of educational time, stresses children out (some call testing «abuse») and is a poor indicator of student academic ability and teacher effectiveness.Along the way, they've convinced their children these tests are frightening, useless and bad for them, and urged students to skip them.

The research, led by Charles Hillman, a professor of kinesiology and community health and the director of the Neurocognitive Kinesiology Laboratory at Illinois, suggests that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

Charles Hillman and Darla Castelli, professors of kinesiology and community health, have found that physical activity may increase students» cognitive control — or ability to pay attention — and also result in better performance on academic achievement tests.

For example, a larger number of students from disadvantaged communities can take Advanced Placement courses if they have demonstrated proficient levels of achievement on a test that accurately and fairly measures their academic ability.

The writers we work with are from English - speaking countries who have passed strenuous background checks of their academic credentials, writing ability, and English language skills during a four - hour online test.

Besides verifying the academic background of our essay writers UK, we also test them for their writing abilities and monitor their work consistently.

Well, this is what these types of essays are all about, and they are used by your academic institution to test your ability to offer a compelling stance on popular or controversial issues.

Educators in Singapore tend to designate challenging and tough academic tasks to students to test the talents and abilities of the students.

Observation essay, in fact, is a special academic challenge to test your abilities of data recording and analysis.

Dissertations have become an integral part of the academics as they can test the abilities of students to approach a topic with newer perspective and study them objectively.

In regards the public interest test that we have to address, once again, I would think that whilst there is a good argument for protecting the ability of academics to communicate freely and openly, the underlying data that may comprise part of that communication might well fall into another category.

The MiM program will test your ability to work within teams of individuals who possess diverse academic and cultural backgrounds.

Adult Nurse Practitioner — Duties & Responsibilities Provide exceptional patient care and medical team support across multiple medical specialties Currently completing clinical and academic work toward a master of science in nursing Utilize strong background in biology, chemistry and mathematics Maintain working knowledge of current medical technology, procedures, and standards of care Proven ability to remain calm and levelheaded in high pressure situations Direct therapeutic, educational, and recreational activities for eight developmentally disabled adults Responsible for patient health, safety, and attainment of therapy goals Train and supervise medical lab personnel ensuring efficient and professional operations Offer guidance and support to junior lab technicians and medical technologists Perform a wide variety of daily testing utilizing machines such as AXSYM — Hitachi RA 1000 CX 7 Responsible for preventative maintenance on machines by running calibrations and controls Successfully complete monthly state proficiency tests for therapeutic drug, blood, and urine chemistries Prioritize stat specimens for immediate reporting Maintain direct contact with clients to resolve problems regarding appropriate tests and specimens Oversee confidential patient information, customer service, phones, and other administrative functions as needed Perform all duties in a positive, professional, and courteous manner

The intelligence quotient, or IQ, test has been a common tool in academic communities to determine the ability of a person to learn.

Measures include the Peabody Picture Vocabulary Test (PPVT), the Test of Early Reading Ability (TERA), the Academic Rating Scale, the Family and Child Experiences Survey (FACES), the Kochanska Inhibitory Control Battery, the Social Skills Rating Scale, and the Family Involvement Questionnaire, with supplemental questions regarding parental support for children's learning.

Alongside parents» cognitive support, global measures of the affective quality (e.g., warmth, positivity, responsiveness) of parent - child interactions appear positively related to: (i) preschool children's early academic skills (as measured by tests of language ability and parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2000).

Examination of the tests of indirect effects revealed that general cognitive ability at Time 2 (as measured by the Matrix Reasoning task) did not mediate the relation between negative parent - child interaction and academic achievement, B = − 0.01, SE = 0.02, Z = − 0.63, p = 0.53, or the link between parental scaffolding and academic achievement, B = − 0.83, SE = 0.73, Z = − 1.13, p = 0.26.

To examine the specificity of EF as a mediator of the effects of negative parent - child interaction and parental scaffolding on academic ability, we tested a second longitudinal model in which general cognitive ability (as measured by the Matrix Reasoning task) was entered as a mediator between negative parent - child interaction, parental scaffolding and academic ability instead of EF.

In another study, observations of peer victimization during class time predicted restricted growth within one academic year on students» state - based standardized reading achievement test scores, after statistical control of their previous reading achievement test scores, ADHD symptom severity, and ability grouping (i.e., tracking) in their classroom [30].

Statistical tests of indirect effects revealed that EF at Time 2 mediated the relations between negative parent - child interactions and academic ability, B = − 0.07, SE = 0.03, Z = − 2.25, p = 0.024, and between parental scaffolding and academic ability, B = 2.68, SE = 1.13, Z = 2.38, p = 0.017.