Sentences with phrase «overall test performance»

Large print test accommodations significantly improved the overall test performance for students with and without learning disabilities.

Not exact matches

Our overall evaluation scores are also often based on our students» performance on state tests.

While the iPad Air 2 has an all around Very Good Top Tier display, the displays on the Amazon, Google, Microsoft and Samsung Tablets that we have tested have better overall display performance as discussed above.

Yet despite extensive and ongoing research and historical testing, I still have not identified considerations that would have allowed us to substantially increase our exposure to market fluctuations last year, without also resulting in a large increase in historical losses, and generally a deterioration in overall long - term performance.

On balance, this performance has been largely as intended, and in the context of long - term historical tests and experience, has been neither extraordinary nor disappointing overall.

As earnings season ramps into full gear, the performance of some of the biggest names could determine future of the tech boomAs large tech companies report first - quarter earnings in a flood of results during the next two weeks, they face a major test: Will they continue to post huge growth, and fuel further overall gains for the market, or settle into a more mild adulthood?

Children who performed poorly in agility, speed and manual dexterity tests and had poor overall motor performance in the first grade had lower reading and arithmetic test scores in grades 1 - 3 than children with better performance in motor tests.

«Overall, cognitive consequences research does not support claims for broad transfer of game playing to performance on cognitive skill tests,» Mayer wrote.

Overall, burnout was related to worse performance at simulator tests because pilots made less effort to improve their job.

This testing area is primarily configured to establish the overall performance of a heat - powered engine, including its efficiency, power output, and reliability.

After completing the foam rolling, the subjects then completed 4 athletic tests (vertical jump height and power, isometric force, and pro agility test) to determine overall performance.

However, if raising overall test - score performance and addressing the achievement gap are to be the main focus of federal policy, it is foolish to have a panoply of programs that direct state and local officials toward a host of other priorities, distracting them from their core mission.

Profile report of overall performance for entire fifth grade on a benchmark test.

Teachers received bonuses based on the overall performance of all tested students in their school, rather than just on the performance of students in their own classrooms.

Towards an adaptive education system in Australia says that, despite individual bright spots, overall student performance is declining in international tests, and an unacceptably high number of students are not ready for life after school.

NCLB mandated reading and math testing in grades 3 through 8 and at least once in high school, and it required states to rate schools on the basis of test performance overall and for key subgroups.

Overall, public says teacher salaries and tenure should be based heavily on student test performance; public has less confidence in teachers than previously reported

Since the overall cohort and each tested subgroup were on average quite large, these schools could only escape a Low - Performing rating through broad improvement in test performance.

Yet they write this up in a highly misleading fashion, claiming that «67 percent of the states posted overall decreases in NAEP math grade 4 performance as compared to the nation after high - stakes tests were implemented.»

The typology includes logical problems, algorithmic problems, story problems (which have underlying algorithms with a story wrapper that amounts to an algorithmic problem), rule - using problems, decision - making problems (e.g., cost - benefit analysis), troubleshooting (systematically diagnosing a fault and eliminating a problem space), diagnosis - solution problems (characteristic of medical school and involving small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic performance, case analysis (characteristic of law or business school and involving adapting tactics to support an overall strategy and reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values and which may have no obvious solutions).

This component makes up 50 and 75 percent of the overall evaluation scores in the districts we studied, and much less is known about observation - based measures of teacher performance than about value - added measures based on test scores.

In most cases, however, student underachievement, particularly in reading, can be identified by testing skills in the academic domain in question; by direct comparisons of the student's age and grade with speaking, reading, writing, and math skills; or simply by uneven overall performance regardless of IQ level.

The typology includes: logical problems, algorithmic problems, story problems (which are algorithmic problems with a story wrapper), «rule - using» problems, decision - making problems (e.g., cost - benefit analysis), troubleshooting (systematically diagnosing a fault, eliminating a problem space), «diagnosis - solution» problems (characteristic of medical school, which involve small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic - performance, case analysis (characteristic of law or business school, which involve adapting tactics to support an overall strategy and reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values, and which may have no solutions).

While this means that some of the students, whose test scores are included in the school's performance measure, may have only been in that school for a relatively short time, it avoids problems associated with excluding the high - mobility students - typically the lowest - performing students - from the district's overall accountability measure.

While most high school students will disagree (and few of us grown - ups remember our exam periods at school that fondly either), tests, quizzes and exams are a straightforward way to measure the overall performance of your learners and their comprehension of the training material.

«Can anyone credibly believe that the mediocre overall performance of American students on international tests is unrelated to the fact that one - fifth of American children live in poverty?»

First, testing is an invaluable tool for monitoring overall performance, provided accountability hasn't inflated scores.

The overall goal of this extension of our existing work in partnership with TFF and Achievement First Bridgeport Academy (AFBA) is to continue and expand our work in Bridgeport focusing in several keys areas: (1) building knowledge about (a) children's emerging skills and areas of challenge in the social - emotional domain and why these skills are critical to school success, and (b) the ways in which adult stress and skills in the social - emotional domain can impede or foster children's social - emotional skill development; (2) identifying, deploying, and evaluating strategies to build adult and child skills in social - emotional learning with an emphasis on the Tauck Family Foundation's (TFF) five essential SEL skills; and (3) developing and testing a performance management system for SEL that (a) guides the identification of strategies, (b) provides a mechanism for ongoing progress monitoring, feedback, and changes to practice, and (c) serves as an anchor point for ongoing coaching and support in using SEL strategies.

If new test questions can have that much effect on a school's overall performance grade, then why should anybody believe in the integrity of the system?

-- Overall Student Performance Standardized tests are not designed to be the single determinant of a student's achievement and knowledge.

Overall, I'm sympathetic to lowering barriers to entry (you have a crazy idea that parents will sign up for, go for it) and to reducing test based accountability (you and families think there's a better way to measure school performance, go for it).

These analyses examine how the sizes of the overall effects reported above vary based on the density of nearby charter schools, the quality of the charter school (based on test - score performance and charter operator), and a range of student characteristics.

While the overall results for U.S. students on this year's PISA exam were not good, some individual high schools got good news about the performance of their students on the test.

This suggests an alternative criterion by which to judge changes in student performance - namely, that achievement gains on test items that measure particular skills or understandings may be meaningful even if the student's overall test score does not fully generalize to other exams.

Two weeks later, the senators settled on a complicated formula that required states to calculate an overall performance grade for a school based on several factors, including improving test scores for poor and minority children.

Their overall performance has a number of factors that can not be trivialized into a simple rubric that calculates time spent on the job, testing and student performance.

Worsening performance by low - and middle - achieving students drove the overall test score decline.

Overall student performance improved in math and dipped slightly in reading across Wisconsin compared with last year, while in Madison scores declined in all tested subjects.

Public Charter School Board member Darren Woodruff spoke about the overall improvement in test performance by a majority of the city's public charter schools.

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.»

Ironically, the DOE and Charter School authorizers are increasingly forcing community charter schools to adapt to the traditional testing model that evaluates the overall performance of the school heavily on the test scores.

More than 50 public schools have been singled out by the Christie administration as «Reward Schools» thanks to their students high overall performance or progress on state tests.

Admissions experts said standardized test scores are not a good indicator of future performance in college, and students who don't submit test scores may not be good test - takers but could be better students overall.

This makes static test scores poor measures of a school's overall performance because students perform better on state tests the longer they are enrolled.

Proven to help boost test scores, improve literacy rates, and enhance overall academic performance

Federal law requires schools test at least 95 percent of students, both overall and among certain demographics — including minorities, students with disabilities and those with limited English proficiency — since high participation rates paint a more accurate picture of student performance and help identify achievement gaps.

A numerical score, derived from student responses to test items, that summarizes the overall level of performance attained by that student.

They further found that higher turnover was associated with lower student performance on reading and math achievement tests, apparently because turnover takes a toll on the overall climate of the school.42 «It is far from a trivial problem,» the researchers say.

A special state test for disabled students and other accommodations can help mitigate the negative effect on a school's overall performance but not necessarily completely, according to James Wollack, an associate professor and expert in testing and evaluation at UW - Madison.

When it comes to academics, the report found virtual charters lagging there too, with both schools receiving an overall performance grade, gleaned from testing, of «D.» Some subjects were worse than others.