Not exact matches
Local school districts and their unions may negotiate a second
measure of student learning that would lead to other scoring
outcomes.
Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve
Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to
measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing
outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy
Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western A
Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All
Students» Zones
of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia
The NEPC report paints a dismal picture
of student learning at K12 - operated schools, but the fatal flaw
of the report is that the
measures of «performance» it employs are based primarily on
outcomes such as test scores that may reveal more about
student background than about the quality
of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.
Thus, it can only be viewed as a great good thing that two dozen deans
of education schools have come together under the banner
of «Deans for Impact» and committed themselves to a common set
of principles, including data - driven improvement, common
outcome measures, empirical validation
of teacher preparation methods, and accountability for
student learning.
What ideal combination
of outcome and process
measures should we use to ensure that
students have a great virtual
learning experience and public funds are well spent?
Teachers should be rewarded for producing useful
student outcomes, most notably,
student learning gains,
measured by value - added standards (i.e., improvement) rather than by levels
of achievement at the end
of a course.
There is a strong desire to expand beyond just academic indicators — including a
measure of growth is very important — but including things that are not direct
learning outcomes and focus more on environment and other input
measures blurs the vision on what we want
students to know and be able to do.
Hard to choose but I think my favourite article from last year was either he interview with Andreas Schleicher on the impact
of technology on
learning outcomes (Research Files 14) or the story on how Nossal High School has shifted their reporting practices away from A-E grading and towards progress
measures (Removing grades from
student reports).
In order to see the issue more broadly, it is possible to compare state - by - state
measures of learning standards to
student outcomes.
As Bauerlein notes, this was a pretty radical shift for grantees used to evaluating programs by handing out questionnaires to
students at the end
of the program «that
measured their attitudes and enjoyment» and not «
learning outcomes.»
«Assessment boils down to evidence
of learning,» but the important
outcomes we should be evaluating in
students are in fact the most «hard to
measure» and subsequently these qualities are simply not being assessed.
Consider having
students play one
of the games below, and then, to
measure learning outcomes, use traditional assessment strategies like matching claims to evidence.
Knewton has built a $ 100 million platform to
measure learning outcomes at the atomic concept level, down to the percentile
of proficiency for each
student.
Tests are but one
measure of student learning, and evidence demonstrates an inconsistent relationship between standardized tests results and later life
outcomes — calling into question the practice
of devoting additional time to a single state standardized test.
This data, in conjunction with other complementary impact
measures around school performance and accountability, will assist school leadership teams in the implementation
of initiatives geared towards elevated staff engagement and ultimately enhanced
learning environments and
outcomes for
students.
The summative evaluation
of two years
of the Arts for Academic Achievement (AAA) program examines
student learning outcomes of arts - integrated instruction
measured by standardized tests, as well as effects not captured by standardized tests.
Value - added
measures do not capture all aspects
of student learning that matter, and by giving teachers incentives to focus on
outcomes that are
measured, they may shortchange
students on important
outcomes that are not.
Even the most visionary districts can make the mistake
of over investing in one metric
of success, and educational researcher Michael Fullan says, «In most
of the schools and education systems we have observed, the only
student learning outcome measures available for accountability purposes are
measures of curricular content mastery.»
For instance, university researchers at the Stanford University Graduate School
of Education's John W. Gardner Center recently partnered with the California CORE districts — which include the Los Angeles Unified, Oakland Unified, Fresno Unified, Long Beach Unified, Santa Ana Unified, Sanger Unified, Garden Grove Unified, and Sacramento City Unified school districts — to design a new local school accountability system that included
measures of students» social - emotional
learning, growth mindset, self - efficacy, and school climate.51 Researchers found that these
measures were predictive
of students» test performance and correlated with other important academic and behavioral
outcomes.52
The Commission
of Higher Education is working to: 1) improve the quality
of teacher preparation and performance; 2) open the level
of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support
students entering post-secondary education; and 4) review and
measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary options.
Give guidelines for
measuring the
student learning outcomes of those under novice teachers, including academic performance.
Outcomes - based education seeks to redefine the way student achievement is measured by making grades directly reflective of mastery of specific learning o
Outcomes - based education seeks to redefine the way
student achievement is
measured by making grades directly reflective
of mastery
of specific
learning outcomesoutcomes.
Proponents say the test data is appropriate because it's one way to
measure what's supposed to be the ultimate
outcome of teaching — whether
students are
learning.
The
outcome measure of interest was
student learning gains, as
measured by standardized tests.
With a mix
of human capital reforms, such as rounding out the teaching force with UCLA graduate
students who have expertise in key subjects, added
student learning and enrichment programs in and out
of classroom, and a new focus on developing a college - going culture
of high expectations, UCLA is setting out to take what is, by most
measures, a struggling school and drastically improve academic
outcomes for all
students.
In «Interactive
Learning Online at Public Universities: Evidence from Randomized Trials,» we measure the effect on learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eac
Learning Online at Public Universities: Evidence from Randomized Trials,» we
measure the effect on
learning outcomes of a prototypical interactive learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eac
learning outcomes of a prototypical interactive
learning online (ILO) statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours of face - to - face instruction eac
learning online (ILO) statistics course by randomly assigning
students on six public university campuses to take the course in a hybrid format (with machine - guided instruction accompanied by one hour
of face - to - face instruction each week) or a traditional format (as it is usually offered by their campus, typically with 3 - 4 hours
of face - to - face instruction each week).
Their emphasis was on providing «productive
learning conditions for all
students in each school» using
measures of educational inputs and
outcomes based on eight requirements for effective accountability:
Ideally, future work would rely on a detailed
student database — such as
student transcript data — to address centrally important yet understudied issues in math placement, including the identification
of reliable and accurate
measures of student outcomes, the establishment
of protocols associated with growth in
student outcomes, and the consequences
of effective support systems for improving
student learning.
Although attention to
learning outcomes is important, the greatest benefits will be secured where multiple
measures of learning are combined with evidence
of practice to paint a meaningful picture
of how teaching influences
student progress.
«Through the partnerships with the Mississippi Department
of Employment Security, community colleges, universities and early childhood providers, this new plan maximizes resources and
measures student outcomes to make sure our youngest children enter school ready to
learn.»
A significant problem
of practice in more selective admissions is assessing and
measuring individual characteristics most likely to be associated with later school leader success, including achievement
of strong
student learning outcomes.
Such research, in particular, might investigate to what extent teacher arts integration professional development
outcomes are statistically linked to
student arts
learning and to what extent
measures of student arts or arts integration
learning predict academic performance?
Control - treatment
outcome comparisons reveal that
students at schools with an arts focus combined with arts integration programming scored higher than other types
of student cohorts (non arts schools, conventional arts, and academic magnet schools) on both state academic achievement scores and arts integration
learning measures.
The report acknowledges areas for growth and highlights the school's many strengths, including: (1) A strong and democratic school culture; (2) The rigor and quality
of student learning; (3) Progress on
student outcome measures; and (4) Advancements in engaged scholarship.
All
of the work we have done to describe
student - centered
learning has given rise to a new question, which we will spend time looking at in 2018: what
learning outcomes and indicators are (or could be) used to
measure whether
student - centered
learning has been successful?
In turn, the project team is trying to prove that assessing
student understanding in this manner will feel like a more authentic way
of measuring educator effectiveness and will yield stronger
student outcomes and ownership over
learning.
For instance, performance on infrequent statewide assessments does not capture all dimensions
of student learning and classroom
outcomes.38 Further, the majority
of teachers work in grades or subject areas to which state assessments do not apply, which poses a challenge in defining valid and reliable
measures of student achievement.
Other hallmarks
of clinically oriented preparation include a focus on
outcome measures such as classroom competencies, especially those related to
student learning gains, 33 and deeper partnerships with other stakeholders in the work, including school districts.34
From the creation
of a more stressful
learning environment, to harsher policies and increased arrests by school resource officers that disproportionately strike
students of color,
measures designed to increase safety may not be producing the
outcomes that educators and
students are looking for.
Serve as a consultant to faculty with regard to analyzing
learning needs, application
of various instructional design models and delivery systems to meet those needs, and tools to achieve and
measure student learning outcomes.
«As a central... tenet, we believe that educators should never be evaluated on a single factor or test score alone, but on multiple
measures of both effective practice and
student learning outcomes.»
Her dissertation describes the results
of the design and implementation
of a theory - based evaluation model to
measure students» ocean literacy
learning outcomes for DigitalOcean: «Sampling the Sea,» a John D. and Catherine T. MacArthur Foundation Digital Media and Learning Innovation grant - awarded project (UCSB researchers: Constance Penley, Lead PI; Ronald Rice, Co-PI; Steve Gaines, Co-PI; John Melack,
learning outcomes for DigitalOcean: «Sampling the Sea,» a John D. and Catherine T. MacArthur Foundation Digital Media and
Learning Innovation grant - awarded project (UCSB researchers: Constance Penley, Lead PI; Ronald Rice, Co-PI; Steve Gaines, Co-PI; John Melack,
Learning Innovation grant - awarded project (UCSB researchers: Constance Penley, Lead PI; Ronald Rice, Co-PI; Steve Gaines, Co-PI; John Melack, Co-PI).
Another trend — exemplified by the humanizing law school movement — seeks to improve both
learning and
student well - being by decreasing some
of the well - documented negative psychological effects
of law school created in part by the focus on competition and extrinsic motivation.8 Law schools are beginning to respond to these reports by revising their curricula and preparing for anticipated changes in the American Bar Association (ABA) standards for law school accreditation that will require a greater focus on
student assessment and
outcome measures.9
Schools should also enact systems and structures to track and continuously improve social - emotional
learning practice and
outcomes such as
measures of school climate,
student behavior, and academic achievement.