Sentences with phrase «proficiency tests on»

Conducted audits on work centers and conducted proficiency tests on all technicians.

In addition to its commitment to FDA regulation of LDTs, Theranos voluntarily posts the results of its proficiency testing on its website and advocates an unprecedented level of transparency in cost and quality in the clinical laboratory industry.

Not exact matches

Last week, 34 officers were said to have cheated on their monthly proficiency tests.

There's also nothing to suggest that proficiency on the test is indicative one way or the other of on - field success.

Although Rise schools made improvement on a number of metrics, the schools are still posting low proficiency on standardized tests.

Success also outlined its academic goals for all its students in its application, as mandated by SUNY application requirements: the network is aiming for 75 percent proficiency rates for second - year students in both math and English on state tests.

Some 100,000 city students in grades 3 - 8 fell below proficiency on the tougher 2010 tests after passing in 2009.

The quality of standardized tests and the English language proficiency of students also need to be considered, Rumore said, as well as how to evaluate teachers on the academic performance of special education students.

Early transient hypoglycemia was associated with decreased probability of proficiency on literacy and mathematics fourth - grade achievement tests.

She cites a 1997 University of California, Los Angeles, study that found, among 25,000 students, those who had spent time involved in a musical pursuit tested higher on SATs and reading proficiency exams than those with no instruction in music.

For these athletes, if they have acquired the technical proficiency of a Back Squat, for example, you can test them on multiple RM's.

Failure rates are between 20 and 30 percent on the basic skills and proficiency tests and 50 to 55 percent on the National Teachers Exam.

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

Leaning too heavily on proficiency rates or average test scores can unfairly target schools, especially those that serve disadvantaged students, for intervention, while ignoring schools where students are learning the least.

One pushes for improvements to the current framework that guides what is on the test, while the other recommends a dramatic shift in how students» proficiency in the subject is gauged.

What students are expected to know in order to reach proficiency levels on exams in some states may be as much as four grade levels below the standards set in other states, according to a study by the American Institutes for Research that uses international testing data to gauge states against a common measuring stick.

Well, I'm not making the case for taking our eyes off the prize (proficiency in the subject, good test scores, high promotion and graduation rates, and so on).

So, say the cut score — the score that indicates proficiency on a test — is 30 out of 50.

As expected, proficiency levels dropped sharply from the previous year, when the state used an older test based on earlier standards.

You can test yourself on sample PISA 2015 science questions and find out more about the concepts and competencies covered and proficiency levels by clicking on the link.

Mean scale scores on state reading and math tests, median growth percentage, four - and seven - year graduation rates, progress in achieving English - language proficiency

States were required to bring all students to the «proficient level» on state tests by the 2013 - 14 school year, although each state got to decide, individually, just what «proficiency» should look like, and which tests to use.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

The U.S. Department of Education so far has granted conditional waivers to 26 states from mandates such as the 2013 - 14 deadline for bringing all students to proficiency on state tests and the NCLB law's teacher - quality requirements.

Rick Hess and Paul Peterson, for example, have compared state cut scores for proficiency on their state tests to results on the U.S. Department of Education's National Assessment of Educational Progress (NAEP) to show that the level of achievement required to be declared proficient in many states has been dropping over the last decade.

The performance levels considered proficient on NAEP tests are roughly equivalent to those set by international organizations that estimate student proficiency worldwide.

The reporters provide the reader with a host of mostly misleading state - provided test - score data, because the State of New York mis - constructed the proficiency scales on its statewide tests, thereby rendering interpretation of scores over time virtually impossible.

The law allowed for exceptions to the retention policy if a student had limited English proficiency or a severe disability, scored above the 51st percentile on the Stanford - 9 standardized test, had demonstrated proficiency through a performance portfolio, or had already been held back for two years.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

Furthermore, over most of the past decade, the standards for student proficiency that Massachusetts has set on the MCAS exam have far exceeded those established by most other state testing programs.

But if percentages of students identified as proficient are higher on a state's own tests than on NAEP tests, then it may be concluded that the state has set its proficiency bar lower than the NAEP standard.

The matrix converts scores on standardized tests — the Stanford Achievement Test for English - speaking students and the Aprenda exam for Spanish - speaking students with limited English proficiency — scores on the Naglieri Nonverbal Ability Test (NNAT), average course grades, teacher recommendations, and indicators for socioeconomic status into an overall index score.

But if for any given state the percentages proficient on the state tests are much higher than those reported for the state by NAEP, then we conclude that the state has set its proficiency standards much lower than the international bar that CCSS is encouraging.

She attributes Japan's high math proficiency to teaching reforms adopted in the 1980s and 1990s, but does not acknowledge that Japan was doing quite well — and even better than today relative to the U.S. — on international math tests in the 1960s.

While the No Child Left Behind Act has a detailed formula for bringing students to proficiency on state reading and mathematics tests by the 2013 - 14 school year, it's much less precise on states» goals for English - language learners.

The stated goal of the PARCC exam is to measure whether students are on track to succeed in college, while the MCAS test aims to measure students» proficiency relative to statewide curriculum standards.

Since No Child Left Behind (NCLB), states have relied primarily on end - of - year tests to measure grade - level proficiency.

«Since student performance on international tests such as PISA is closely related to long - term economic productivity growth, increasing U.S. students» proficiency levels to those attained in Canada would increase our economic growth rate by some 50 percent.»

When states set the bar too low — by setting a low cut - score to demonstrate proficiency on a state test — it conveys a false sense of student achievement to kids, parents and teachers This website will help parents see how their states are doing and what they can do to get involved.

The overall grade for each state was determined by comparing the difference with the standard deviation from the average for all states for all four years on the tests for which the state reported proficiency percentages.

By foregrounding the NAPLAN score scale and proficiency bands, NAPLAN would model and promote a growth mindset in assessment, an approach that follows naturally from recognition that learning occurs on a continuum and that a single year level test is inappropriate for most students.

Is it reasonable to expect administrators and teachers to be able to identify students who are likely to be on the cusp of the proficiency threshold at the spring test administration?

The monitoring of literacy and numeracy achievement against a set of absolute proficiency levels would require a shift in thinking on the part of students, teachers and parents who are used to interpreting test performances only in terms of year level expectations.

The scores used to determine whether students demonstrated proficiency on the test were set too low, resulting in unexpectedly high passing rates for the state's elementary and middle school students.

The gap in basic proficiency on state tests between participating private schools and public schools statewide, for example, has closed from 27 percentage points in 2013 to 18 points in 2015.

To help address this challenge, the President called on states to require all new teachers of math and science to pass challenging tests of math or science knowledge and teaching proficiency.

On Top of the News States Fail to Raise Bar in Reading, Math Tests Wall Street Journal 8/11/11 Behind the Headline Few States Set World - Class Standards Education Next Summer 2008 A new NCES report finds that, while some states have raised their standards for proficiency in math and reading, most states still fall -LSB-...]

For example, on the 4th - grade math test in 2009, West Virginia reported that 60.8 percent of its students had achieved proficiency, but 28.1 percent were proficient on the NAEP.

Secretary of Education Margaret Spellings, for instance, conditioned waivers in her «growth model» pilot on state plans to ensure student growth to proficiency on state tests within three years.

Although much of the debate surrounding Common Core has focused on the nature of the curriculum for each grade level, proponents have also sought to raise the proficiency level on tests that assess student learning.