Sentences with phrase «other mastery tests»

West Hartford teacher and local Association president Ted Goerner pointed out that it's hard for teachers to ignore the SBAC and other mastery tests when the threat of these tests being tied to their evaluations hangs over their heads.

Not exact matches

In previous blog posts, I've described strategies to help students increase the strength of these and other executive functions that build their «top - down» mastery for sustaining attention in challenging situations from boredom to test anxiety.

Through play, students: • Interact socially; • Engage in dramatic play, role play and fantasy; • Extend their creativity and imagination; • Test themselves physically, developing skills and mastery over physical challenges; • Develop ball handling and other skills; • Observe the natural environment; and, • Engage in a range of self - directed activities which aid each individual to develop towards independent adulthood.

But they may also provide more specific guidance about what is expected of the teachers in the classroom if new experiments with other measures are adopted — including tests that gauge teachers» mastery of their subjects, surveys that ask students about the learning environments in their classes and digital videos of teachers» lessons, scored by experts.

Teachers here in Connecticut and around the country know that state mastery test scores do not accurately measure student growth and that it's impossible to disentangle specific teachers» effects on student scores from other home and school effects.

Donald Williams, CEA director of Policy, Research, and Reform and a member of the Mastery Examination Committee, highlighted a survey of Connecticut teachers, as well as a survey of teachers from other states, outlining serious concerns and issues with the validity, reliability, and fairness of the SBAC test and the harm it is doing to children.

Smarter Balanced Practice Tests — The Smarter Balanced Practice Tests provide an opportunity for teachers, students, parents, and other stakeholders to experience the features of online testing and gain insight into how Smarter Balanced will assess students» mastery of the Common Core.

When it comes to the new Common Core standards for our schools, standards that Connecticut has adopted and standards are requiring the state's public school students to take the new Common Core Smarter Balanced Assessment Test rather than the Connecticut Mastery Test, Kantrowitz goes where few others dare to tread.

Forget for a moment that «mastery» is an achievement category (often the highest) on a standardized end - of - course exam or other summative tests.

And as if that wasn't bad enough, Shelton and almost every other Connecticut school district isn't even using the Connecticut standardized mastery test this year.

However anxiety about the Connecticut Mastery Tests led to severe headaches and other anxious behaviors.

In Hillsborough County, students completed two tests administered by the state: the Sunshine State Standards Test, a criterion - referenced test that assessed student mastery of Florida standards and served as the primary test for school accountability, and a norm - referenced test used to compare Florida students with those in other staTest, a criterion - referenced test that assessed student mastery of Florida standards and served as the primary test for school accountability, and a norm - referenced test used to compare Florida students with those in other statest that assessed student mastery of Florida standards and served as the primary test for school accountability, and a norm - referenced test used to compare Florida students with those in other statest for school accountability, and a norm - referenced test used to compare Florida students with those in other statest used to compare Florida students with those in other states.

Subgroup analyses: We will examine whether there is evidence that the intervention effect is modified for subgroups within the trial participants using tests of interaction between intervention and child and family factors as follows: parity (first - born vs other), antenatal risks (2 vs 3 or more risk factors at screening), maternal mental health at baseline (high vs low score) 18, 62, 63 and self - efficacy at baseline (poor vs normal mastery) 35 using the regression models described above with additional terms for interaction between subgroup and trial arm.