Sentences with phrase «of standardized achievement tests»

Teachers» perceptions of standardized achievement tests.

Examples of a standardized achievement tests include the California Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Test (SAT.)

The teachers were introduced to a range of identification procedures including above - level testing, the use of standardized achievement tests, and a range of teacher and parent nomination checklists.

Over the years, developers of standardized achievement tests have learned that if they can link students» success on a question to students» socioeconomic status (SES), then about half of the test takers usually answer that item correctly.

Two kinds of standardized achievement tests commonly used for school evaluations are ill suited for that measurement.

The corporate world provides useful data about simulations designed to change behavior and obtain results (which is exactly what we hope will be learned in many situations but is something that few, if any, of our standardized achievement tests measure).

A second kind of instructionally insensitive test is the sort of standardized achievement test that many states have developed for accountability during the past two decades.

Not exact matches

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

However, even after control for confounding and selection factors associated with infant feeding practices, increasing duration of breastfeeding was associated with small but significant increases in scores on standardized tests of ability and achievement, teacher ratings of classroom performance, and greater success at high school.

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.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

In general, the results suggest that after adjustment for confounding, there were small but consistent tendencies for increasing duration of breastfeeding to be associated with increased IQ, increased performance on standardized tests, higher teacher ratings of classroom performance, and better high school achievement.

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success After Adjustment for Covariates

Associations Between Duration of Breastfeeding and Measures of Cognitive Ability, Teacher Ratings of School Performance, Standardized Tests of Achievement, and High School Success

In 2011, the second year of more rigorous scoring of state standardized tests, achievement dipped slightly across the state, according to figures just released by the state education department.

Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.

«Over the past decade we've been able to identify a growing number of educational interventions that have managed to have notable impacts on students» academic achievement as measured by standardized tests,» West says.

... In the current study, academic achievement was measured with standardized tests administered in spring 2013, which was concurrent with the time of year when participation in the SBP peaked.

The Academic Assessment — Over the course of this standardized academic achievement test, it becomes clear which types of academic skills are strong and which are weak and, further highlights the corresponding areas of the brain that are affected.

At Brain Balance Achievement Centers, we assess all of these skills with standardized and accepted testing and we quantify them by grade, age, or functional level.

The improved scores were impressive enough to lead several states and other major school districts, including New York, to adopt elements of the Chicago Public Schools (CPS) policy — making student progress toward the next grade dependent on demonstrated achievement on standardized tests.

Only a few of the districts could be directly compared because they use the same standardized achievement test.

This strategy should raise their standardized test scores, since researchers estimate that «85 percent of achievement test scores are based on the vocabulary of the standards.»

There is precious little research demonstrating the value of school counselors on student achievement ~ with good reason it is difficult to demonstrate the impact of counselors on standardized test scores ~ which have come to define achievement in recent years.

The study assessed performance on standardized achievement tests as well as measures of various character strengths.

The authors wrote that, overall, the results of 46 articles published between 1985 and October 2008 found that «there is substantial evidence that physical activity can help improve academic achievement, including grades and standardized test scores.

CASEL reports: «A landmark review found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction.»

Nearly one - third of the 450,000 Arizona students who took a state - required standardized achievement test were given incorrect scores by the computer firm hired to grade the tests.

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

In the area of academic achievement, a few years ago the school's fourth graders had the highest scores in the district on the Connecticut Mastery Test, the state's standardized achievement tTest, the state's standardized achievement testtest.

To the extent the program involves student achievement, it bases awards on «student learning objectives» as «created by individual teachers, with the approval of site - based administrators»; these objectives «will be measured by a combination of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.

Most of these schools also regularly collect portfolios of student work in an attempt to go beyond standardized test results and provide richer measures of achievement.

The achievement gap between middle - school students and K — 8 students is put in stark relief in Figure 1, which displays our estimates of the impact of attending a middle school on student achievement as measured by standardized tests in math and English Language Arts.

In the specific year when students move to a middle school (or to a junior high), their academic achievement, as measured by standardized tests, falls substantially in both math and English relative to that of their counterparts who continue to attend a K — 8 elementary school.

Mostly based on «value added,» a statistical measure of the contribution the teachers make to student achievement on standardized tests.

The board — which oversees the country's largest standardized - testing programs, including the Scholastic Aptitude Tests, the Achievement Tests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associatTests, the Achievement Tests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associatTests, and the Advanced Placement tests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associattests for high - school students — is a membership organization of more than 2,500 colleges, schools, school systems, and education associations.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

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.

Student achievement at schools operated by the Bureau of Indian Affairs as measured by scores on standardized tests is considerably lower than that of public schools, according to a report by the federal General Accounting Office.

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.

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).

But for Core proponents, the timing couldn't be worse: Just as states began implementing the new standards, 40 states receiving No Child waivers are also launching new systems to evaluate teachers, which will incorporate some measures of student achievement, including, where available, scores from standardized tests.

The costs of extra planning time are offset, however, by significant rewards, as evidenced by students» successes and their improved confidence and attitudes, as well as their achievement on standardized tests.

Sacks also challenges the supposed objectivity of standardized tests and shows how repeated administration of very similar tests produces test - score increases that may have little to do with real changes in 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.

The first of these categories are nationally standardized achievement tests like the Iowa Tests of Basic Skills, which employ a comparative measurement stratests like the Iowa Tests of Basic Skills, which employ a comparative measurement straTests of Basic Skills, which employ a comparative measurement strategy.

With few exceptions, however, the assessments states have chosen to implement because of NCLB are either nationally standardized achievement tests or state - developed standards - based tests — both of which are flawed.

As a consequence, students» performances on this type of instructionally insensitive test often become dependent on the very same SES factors that compromise the utility of nationally standardized achievement tests when used for school evaluation.

• Tuition or fees at a qualified school or an eligible postsecondary institution • Textbooks • Educational therapies or services from a licensed or accredited practitioner or provider • Tutoring or teaching services • Curricula and related materials • Tuition or fees for an online learning program • Fees for a nationally standardized norm - referenced achievement test, an advanced placement examination, or any exams related to college or university admission • Contributions to a college savings account • Services provided by a public school, including individual classes and extracurricular programs • Any fees for the management of the ESA