Sentences with phrase «other evaluation measures»
Publication of test data — isolated from other evaluation measures — can be highly misleading.
http://articles.latimes.com/ Not exact matches
The Company considers EBITDA to be an important measure used to evaluate operating performance, and the measure is frequently used by securities analysts, investors and other interested parties in the evaluation of companies in the industry, but this figure should not be considered in isolation.
The company considers NAREIT FFO an important supplemental measure of our operating performance and believes it is frequently used by securities analysts, investors and other interested parties in the evaluation of REITs, many of which present NAREIT FFO when reporting results.
17) Measured outcomes / Research evaluation (fathers, children, other participants, home - school links)
The International Code of Marketing of Breast - Milk Substitutes (2008) Frequently asked questions (updated version 2008) The International Code of Marketing of Breast - Milk Substitutes (1998) Summary of action taken by WHO Member States and other interested parties, 1994 - 1998 The International Code of Marketing of Breast - Milk Substitutes (1996) A common review and evaluation framework The International Code of Marketing of Breast - Milk Substitutes (1992) Survey of national legislation and other measures adopted (1981 - 1991) Review and evaluation of national action taken to give effect to the International Code of Marketing of Breast - Milk Substitutes (1991) Report of a technical meeting, The Hague, 30 September - 3 October 1991 The International Code of Marketing of Breast - Milk Substitutes (1990) Synthesis of reports on action taken (1981 - 1990) International Code of Marketing of Breast - Milk Substitutes (1981) Infant formula and related trade issues in the context of the international code [pdf 18kb] The WHO briefing note on «Follow - Up Formula in the Context of the International Code of Marketing of Breast - milk Substitutes» is presently being considered for revision by the World Health Organization pending review of new and emerging information on the subject.
To ensure that the City and the state's other districts fulfill New York's promises to its schoolchildren, we request that you introduce a back - stop measure that requires districts to develop teacher evaluation plans by August 31, 2012.
Whatever the parties negotiate or King decides, the evaluation system will be based 20 percent on standardized test scores when applicable, 20 percent on other evidence of student learning and 60 percent on classroom observation and other measures of teacher effectiveness, in keeping with the 2010 state law on teacher evaluation.
BOX 23, A-15-4; 30219212 / 734979 SAPA Requests for Translations of SAPA materials, 1966 - 1968 Prerequisites for SAPA The Psychological Basis of SAPA, 1965 Requests for SAPA to be Used in Canada, 1966 - 1968 Requests for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA for NSTA and Other Meetings, 1968 Suggestions for Revisions of Part 4, 1967 - 1968 Suggestions for Revisions of the Commentary, 1967 - 1968 Summer Institutes for SAPA, Locations, 1968 Summer Institutes for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About Evaluations, 1968 Tryout Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer Teachers for Parts F & G, 1967 - 1968 List of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969 Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders) Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets for Competency Measures, 1966
We believe this scale holds particular promise if used as a measure in multivariate research and evaluation efforts that investigate outcome expectations alongside other constructs to understand public engagement comprehensively.
«We already know from a 2014 evaluation by FPG that the school readiness skills of children who attend Georgia's Pre-K significantly improve across a wide range of language, literacy, math, and other measures,» Early said.
But all previous evaluations of the effects of private schools or of school voucher programs reported test - score results for both reading and math, or a composite measure of the two, even if the researchers thought that one or the other was a better measure of school performance.
Every other component of the evaluation (methods, sampling, instruments, measures, analysis) flows from this basic 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.
But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.
Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»
This evaluation problem is further complicated by the fact that schools have goals other than cognitive achievement (for instance, promoting citizenship, fostering individual development, and reducing drug use and violence) that are difficult to measure and are often achieved only with teachers» cooperation.
Some favor subjective measures such as a principal's evaluation of the teacher, which has its own critics who fear favoritism, and some rely on a combination of these and other factors.
On the left, some of the opposition to Common Core and its assessments is related to broader resistance to high - stakes testing, the linking of student scores to teacher evaluations, and other reform measures such as school choice, which some see as «corporate school reform.»
While this approach contrasts starkly with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined with other measures, such as teacher value - added based on student test scores.
Although the other approaches to measuring student growth may have benefits in other contexts, when one considers the key policy objectives of evaluation systems in education, the «leveled playing field» property of the two - step approach is highly desirable.
The evaluation measures dozens of specific skills and practices covering classroom management, instruction, content knowledge, and planning, among other topics.
In addition, our analysis does not compare value added with other measures of teacher quality, like evaluations based on classroom observation, which might be even better predictors of teachers» long - term impacts than VA scores.
The evaluation found students who had participated in both the pilot program and its schoolwide rollout the next year performed significantly better on a state writing test than students who had less exposure to the program, but other measures were mixed.
Critics also contend that standardized tests are only one measure of student performance, and must be considered alongside other assessment tools, including classroom work, student portfolios, and teacher evaluations.
By combining teacher - student links with the ability to measure achievement gains using common assessments, we could be generating lower - cost, faster - turnaround evaluations of curricula and other educational interventions.
Other measures would allow new routes to teacher and principal certification, tie student performance to teacher and principal evaluations, and allow for the expansion of the state's charter sector.
But the state hasn't yet told districts what those evaluations should look like — such as what tests should be used to measure student growth, and what other factors can be used.
One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.
In addition, some research, including an ongoing study of measures of effective teaching supported by the Gates Foundation, gives credence to the use of student achievement measures when combined with other measures, such as teacher observations and student feedback, as part of an effective teacher evaluation system.
This is telling, and it brings us back to the two premises (out of three) that guide the MET project — that value - added measures should be included in evaluations, and that other measures should only be included if they are predictive of students» test score growth.
Moreover, the two premises represent a tautology — student test score growth is the most important measure, and we have to choose other teacher evaluation measures based on their correlation with student test score growth because student test score growth is the most important measure... This point, by the way, has already been made about the Gates study, as well as about seniority - based layoffs and about test - based policies in general.
The most - positive aspect of Kline's plan lies with its requirement that states develop teacher evaluation systems that use student test score growth data (along with other «multiple measures) in evaluating teacher performance.
«We are in ongoing conversations with the USDOE to ensure that our revised evaluation process and other accountability measures fully align with grant requirements and state laws.»
It said that scores on California Standards Tests and other non-state test measures, including district assessments and samples of students» work, «are to be considered an important but clearly limited part of the overall performance evaluation process.»
Under the Annual Professional Performance Review system, each teacher receives a summary evaluation based on state - approved and local measures of student performance (including the teacher's VAM score), classroom observations, and other measures.
This finding has a significant impact on teachers and schools as policy makers put more emphasis on the labels for performance funding, teacher evaluations and other accountability measures.
Second, other measures of teacher performance, such as principal evaluations, student ratings, or classroom observations, may ultimately prove to be better predictors of teachers» long - term impacts on students than VAMs.
Toch praised the recommendations for «establishing clear standards» for evaluations and using other measures such as «student surveys, teachers» contributions to school culture, and, perhaps, students» academic success.»
In this case, this might be observed when VAM estimates of teacher (or school / district) effectiveness relate, or more specifically correlate well with other measures (e.g., supervisor evaluation scores) that are also developed to measure the same construct (e.g., teacher effectiveness) at or around the same time.
The evaluations did not use other measures to corroborate the survey results.
All but 10 states now include some measure of student performance in their evaluations of schools of education, according to NCTQ, which supports a practice that has come under fire from statisticians and others who argue it isn't reliable.
As a general rule, as I explained in another CKN brief, it is often a waste of resources to collect multiple measures of the same performance construct, except to the extent that additional measures improve validity and reliability when used in combination with other measures or that additional measures are used in part for formative teacher evaluation.
Toch praised the recommendations for «establishing clear standards» for evaluations and using other measures such as «student...
He finds that value - added measures are positively correlated with other measures of evaluation, but not very strongly.
So are the new evaluations — many of which incorporate test scores or other measures of student learning — any better at identifying poor teaching?
Value - added scores account for up to 50 percent of evaluations in some states, and a smaller portion in many others, with the remainder of teachers» ratings comprised of classroom observations and other measures.
Teachers gain these units through professional development, strong evaluations, and gains in learning outcomes, among other measures.
In the same year, a policy report from the Brookings Institute, Evaluating Teachers: The Important Role of Value - Added suggested that VAM should not be measured against an abstract ideal, but rather should be compared to other teacher evaluation methods to determine its potential usefulness.
When used in conjunction with principal observation and other measures of teacher performance, VAM increases the validity and reliability of the evaluation process and contributes to improvement of educator evaluation systems, according to the report.
I also argued (but this was unfortunately not highlighted in this particular article), that I could not find anything about the New Mexico model's output (e.g., indicators of reliability or consistency in terms of teachers» rankings over time, indicators of validity as per, for example, whether the state's value - added output correlated, or not, with the other «multiple measures» used in New Mexico's teacher evaluation system), pretty much anywhere given my efforts.