Sentences with phrase «on teacher testing»

Validity research on teacher testing needs to address the following four issues in particular:

Not exact matches

Students, parents and teachers who visit www.khanacademy.org/sat will find quizzes based on the math and reading sections of the new SAT scheduled to make its debut in March, as well as full - length practice tests written by the College Board.

«If you go out on the Net and look at the hundreds of tests out there, a very small percentage have validity data,» says Seymour Adler, a senior vice president at Aon Consulting and a teacher of organizational psychology at New York University.

The teachers were told that these students were all potential geniuses based on their IQ tests.

And then we test them in front of kids and bring in groups of teachers on every single 40 - minute class we prepare.

At school, there is growing pressure on teachers to make their classes achieve certain thresholds on standardized tests.

-- A Georgia high school teacher brought a gun to school and fired a shot, testing Trump's theory on the safety of arming teachers.

In your article around Baltimore's technology gap («Computer - based tests a challenge for low - income students, some Baltimore teachers say,» April 22), we read that students who took the PARCC scored lower when they took the test on a computer than when they used paper and pencil.

He spearheaded the creation of new teacher evaluations allowing half of a teacher's rating to be based on students» standardized test scores.

In her latest book, The Death and Life of the Great American School System, she charges that the state reading and math tests mandated by the No Child Left Behind Act lower the bar, produce inconsistent results, lack content, promote cheating, and encourage teachers to waste time on test - taking strategies.

Widely affirmed proposals call for the restructure of low - performing schools, more emphasis on the basics, safer classrooms, more rigorous graduation standards, periodic measurement of progress through some kind of standardized tests, longer days and year - round schooling, decentralization into smaller learning communities and greater freedom for those smaller units, smaller classes, better - qualified teachers and improved salaries, more parental input and more equitable funding.

Don't forget about that spelling test on Tuesday — your tenth - grade English teacher will be expecting you to know how to spell all KINDS of words, like «intelligence»!

He called you by your last name (a practice I use to this day), he had a way of instilling fear into kids who would goof - off and cause distractions in other classes (a practice I was very much unable to duplicate during my one - year stint as an 8th - grade English teacher), and you had to run the gauntlet of sentence - diagramming grammar, which advanced to a pretty complex level, before the more «cool - teacher» aspects of Mr. Pacilio were unveiled — and even then, the tests on those rock songs were no joke!

Thankfully, the teacher knew the kids were average students, so she had them try the test again — this time, testing them on sequencing a food they're culturally familiar with.

I suspect our teacher unions would not be adverse to let some portion of their member teachers compensation be based on a test score bonus rather than the meddling of school boards.

«I ask our coaches to go in and visit with classroom teachers about the youngster's presence in the classroom — not just how he does on test scores, but his presence.

Finally, in Houston in 2010 — 11, he gave cash incentives to fifth - grade students in 25 low - performing public schools, as well as to the parents and teachers of those students, with the intent of increasing the time they spent on math homework and improving their scores on standardized math tests.

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.

With a heavy focus on the importance of hands - on experience for their students, rather than standardized testing, Waldorf teachers help their students to explore curricula through diverse activities, with plenty of room to customize lesson plans.

Volume XIV, Number 2 The Social Mission of Waldorf School Communities — Christopher Schaefer Identity and Governance — Jon McAlice Changing Old Habits: Exploring New Models for Professional Development — Thomas Patteson and Laura Birdsall Developing Coherence: Meditative Practice in Waldorf School College of Teacher — Kevin Avison Teachers» Self - Development as a Mirror of Children's Incarnation: Part II — Renate Long - Breipohl Social - Emotional Education and Waldorf Education — David S. Mitchell Television in, and the World's of, Today's Children — Richard House Russia's History, Culture, and the Thrust Toward High - Stakes Testing: Reflections on a Recent Visit — David S. Mitchell Da Valdorvuskii!

Completed over four years of observation, journaling by Waldorf teachers and writing, the research is our first, peer - reviewed research on the effectiveness of the Waldorf approach to assessment (without standardized testing.)

The need for such testing may be brought to the attention of the principal through a search authorized by § 49-6-4204 or § 49-6-4205, observed or reported use of drugs by the student on school property, or other reasonable information received from a teacher, staff member or other student.

My own children have been subjected to relentless test prep, bribery, teacher - induced guilt trips and even overt falsehoods designed to boost their performance on the standardized test that's linked to school rating / teacher performance.

The whole system puts unbelievably intense pressure on teachers, resulting in all sorts of unintended consequences like the standardized test cheating scandals, schools cutting into recess, etc. etc..

The Obama agenda has focused almost exclusively on systemic school reform to address the achievement deficits of disadvantaged students: standards, testing, teacher evaluations, and a continued, if different, focus on accountability.

«If you do good on a test, one teacher gives you a Kit Kat bar.

Although it can be hard to watch your child do poorly on a test he didn't study for or lose out on an opportunity because he didn't put in the effort, those consequences can be some of life's greatest teachers.

These include homework - free weekends like the one coming up over Thanksgiving break, encouraging teachers to economize on assignments by, for instance, assigning fewer practice problems in math (10 can serve just as well as 25), and creating a centralized homework calendar that will allow teachers to coordinate big assignments, so that kids don't end up with a lot of tests or projects due on the same day.

Chicago teachers don't like the hot new trend of rating teachers by how much their students improve on standardized tests.

Then there's James — a boy who grew up in a low - income Brooklyn neighbourhood who, despite the fact he couldn't perform well on traditional tests — might be the best 13 - year - old chess player in the U.S., all through the help of an attentive, nurturing teacher.

And especially in this moment when we really care a lot about accountability in schools, there has been an increasing emphasis on finding measures — like a student's standardized test scores — to tell us if a teacher is a good teacher.

If a teacher objects to things like more time on tests or lessened workload because they give an unfair advantage, ask if there's some extra credit work your child could do in an area of strength to compensate for that.

Whether it be a bad grade on a bad test or behavioral problems, teachers aren't out to get you.

The outcomes were measured by a global hyperactivity aggregate (GHA), scores based on parent and teacher observations, and for 8 and 9 year olds, a computerized attention test.

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.

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.

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, 0.59On 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, 0.59on 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).

«We congratulate our students, teachers and administrators for their continued exceptional performance on these new tests, which shows they're mastering knowledge crucial to career and college readiness, and we have set our sights on greater success for every child in the coming year,» Superintendent of Schools Dr. Brian V. Hightower said.

Even on a test, a teacher can reduce the likelihood of cheating by asking for in - depth responses as opposed to fill in the blanks or multiple choice, and testing for mastery / deep understanding as opposed to memorization of content.

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.

If you find your child's teacher is the one focusing too much on grades and academics, try asking questions that address the parts of your child that can't be measured by test scores and homework, such as character and friendships.

The state has put a moratorium on counting Common Core - based tests toward teacher performance reviews as a possible overhaul at the Department of Education is underway for the standards.

The release of the latest round of standardized test results on Wednesday re-opened an ongoing political battle between Gov. Andrew Cuomo and the state's teachers unions.

A substitute teacher at School 14 told four fifth - graders to change the answers on a recent state test, Troy City School District officials confirmed.

He voted for all the testing that parents and kids hate and voted to impose an outrageous evaluation system on teachers, usurping the authority of locally elected school boards.

Decoupled the state assessments from teacher evaluations and placed a four - year moratorium on the use of student test scores for evaluation purposes;

Cuomo and lawmakers approve stricter rules raising the portion of teachers» evaluations based on student test scores to approximately 50 percent.