Sentences with phrase «quality assessment improves»

High - quality assessment improves teaching and learning and provides useful information about schools.

Not exact matches

Specific policies include researching methods to improve indoor air quality; instituting a Clean Water Act to ensure Albertans have safe drinking water; protecting provincial parks and ecological reserves; requiring government to meet high environmental standards in their operations; requiring Ecological Assessments for all large projects in the province; and establishing an Alberta environmental ombudsman and elected Ecological Impact Assessment Review Panels to monitor environmental impacts and halt projects.

«We have shown that professional training to reinforce skills in obstetric clinical practice and self - assessment are effective in reducing the rate of medically unnecessary caesareans and in improving the quality of care offered to mothers and babies.

The 2011 UNEP / WMO assessment and the related article by Shindell et al. in Science in 2012 indicate that an aggressive program to limit emissions of these substances could relatively inexpensively cut projected warming between the present and 2050 in half while also having tremendous co-benefits for health, air quality, and improved energy efficiency, in the US and around the world.

The assessment of pain is important for improving clinical outcomes, such as functional status, frailty trajectories, comorbidity, and quality of life.

Frame your program in terms of how it can improve standards through interim assessments, engage students at risk of dropping out, or improve teacher quality.

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

The approaches used by Denver schools in the Blueprint Schools Network since 2011 are supported by high - quality research and guided by the following five «tenets»: 1) excellence in leadership and instruction; 2) increased instructional time; 3) a no - excuses school culture of high expectations; 4) frequent assessments to improve instruction; and 5) daily tutoring in critical growth years.

Ultimately, state leaders need to insist on a high - quality assessment that gives teachers and parents the information they need to know about whether students are on track for success, and how instruction needs to improve.

Using automated tools to support outcome - based education, teaching, and assessments will improve learning outcomes and accelerate continuous quality improvement processes.

With so much time now spent reviewing for tests, here are five ways to improve the quality of both instruction and assessment in your classroom.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

All of the efforts to establish new standards, develop new assessments, improve the quality of teaching, and increase funding will produce few positive results if the effects of that activity do not reach the classroom.

At Canberra College, Clayden says the QT framework for improving the quality of assessment tasks operates very much like QT Rounds for classroom observation.

During the past year, Bonnie Mackintosh has been conducting classroom - level observations and child assessments in community - based preschool programs throughout Boston's Circle of Promise and East Boston neighborhoods as part of an initiative to improve access to high - quality early childhood care and educational programs.

Efforts to Improve Teacher Quality: Although Delaware requires only a basic - skills test for teachers to earn their initial licenses, it also has a performance assessment, consisting of classroom observations, to evaluate novice teachers once they are in the classroom.

This detailed and high quality unit includes: * 26 lesson plans (with 13 differentiation strategies) * 44 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (6 sheets) * Copies of 17 full DVD packages (of various genres) to offer pupils choice for their controlled assessment Unit's lessons include: * Huge introductory quiz - history of film; the film industry; film terminology; camera shots; film genres * Mapping film gratifications * Mapping generic and genre - specific DVD package features * AfL activity - improving a controlled assessment response * Step - by - step analysis of DVD packages (CA practice) * Designing a DVD package based on a film trailer (CA practice) * Writing a critical commentary (CA practice) * Formal controlled assessment

We should care about the quality of principals» assessments of teacher quality not just for their reliability in a merit - pay system, but also for their ability to identify teachers who will continue to improve student achievement.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

It says the two with the strongest evidence in improving student outcomes are: content knowledge (including how students think about content); and quality of instruction (including effective questioning and use of assessment).

Instead of asking whether we should or should not test students at all, we should focus on how we can use the highest - quality assessments and ensure that outcomes are given to educators so they can improve instruction.

At this school, staff use an evidence - informed framework to reflect on and improve the quality of their set assessment tasks.

And until we ensure high - quality assessments focused on student learning, real efforts to improve public schools and ensure students are college and career ready will struggle to gain the hold they need to succeed.

At Bill Quay Primary School, the technology allows people to upload their own self - assessment contributions, saving time and improving access to information such as Ofsted reports, policy documents, quality assurance processes and guidelines, minutes of meetings, school performance data and other documentation.

PARCC was also clear that the consortia had the ability make the testing industry better: «The power of states working together is going to move and improve the entire testing industry» and «The consortia assessments are our best chance to move the testing industry towards innovation and quality.»

An assessment system should improve the quality of local tests, standards, grading, and reporting.

«The report is overly long and too descriptive»... «Managers have not implemented a sufficiently rigorous system to identify the strengths and weaknesses of the provision to allow them to set actions to improve the quality of teaching, learning and assessment.»

In relation to quality assurance and more specifically, the robustness of self - assessment and improvement planning it was noticed that in nine cases, where the provider was judged as either requires improvement or inadequate, the Ofsted report makes explicit reference to the need to improve either the overall approach to quality assurance or more specifically self - assessment and improvement planning.

You will explore the elements of a standards - based reform framework: clear expectations for students; rigorous curricula aligned to standards; professional development that improves instructional quality; and assessment as a tool for feedback and accountability.

New analysis points to the importance of training and transparent assessments of teacher preparation programs as keys to improving quality

Join this webinar to learn about: • Improving quality of life for students and educators through blended learning • Stretching existing or limited resources and staff • Adding project - based learning and authentic assessments into classrooms • Selecting the right learning management system and online curriculum • Keeping pace with global evolutions in technology and education • Maintaining the human element in face - to - face and online course work

Assessing the Common Core Standards: Opportunities for Improving Measures of Instruction Educational Researcher, May 2011 Responding to comments on their «Common Core Standards: The New U.S. Intended Curriculum,» the authors suggest additional perspective that should be considered when addressing quality and change, stating additional conceptualizations of mathematics and English language arts content as well as how to define and measure alignment among content standards, materials, assessments, and instruction should be explored.

The law commits resources for states to improve their assessment systems by reviewing their existing assessments to ensure that each test is high - quality, maximizes instructional goals, has a clear purpose, and is designed to help students demonstrate progress.

Proposed changes to improve teaching practices, including implementation of content - rich curriculum and effective use of assessment data, and proposed changes to professional development are central to our effort to ensure every child in Head Start receives high quality early learning experiences that will build the skills they need to succeed in school and beyond.

We work with educators to improve the quality of curriculum, instruction, and assessment to help ensure students graduate ready for college or a career.

Improving learning for every child: High - quality assessments provide an academic checkup so students, parents, and educators understand how each child is progressing toward goals.

The PTLC is an ongoing process designed to work systemically to improve the quality of professional development; the use of data to inform instructional and programmatic decisions; the alignment of curriculum, instruction, and assessment to standards; the monitoring of student learning; and leadership support for continuous school improvement.

Fundamentally a network of local level volunteers dedicated to making assessment fair, open and educationally sound, our goal is to open the doors to disadvantaged children by removing barriers to achievement, while improving the quality of education for everyone.

As innovative assessments are administered and used for accountability and reporting in participating schools, states in the demonstration authority can apply lessons learned from implementation to improve their innovative systems and take these projects to scale, building a new statewide assessment system over 5 years - one that is high - quality, fair, and worth taking.

This detailed and high quality unit includes: * 21 lesson plans (with 13 differentiation strategies) * 77 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (7 sheets) * Homework project (7 tasks) that includes both reading and writing skills * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 4 - 7, with GCSE 1 - 9 conversion) Unit's lessons include: * Contexts match - up * Exploring working class vs. middle class stereotypes * Shared reading and discussion of the whole play * Creating theatre publicity posters * In - depth analysis of key scnes (Act 1 Scene 1; Act 2 Scene 1; Act 2 Scene 5) * Writing to describe - script to prose * Features of writing to inform and explain * AfL - improving a sample application letter * Role play - creating and performing an extra scene for the play * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * Crosswords * Huge 60 - question revision quiz * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

This detailed and high quality unit includes: * 33 lesson plans (with 13 differentiation strategies) * 147 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (9 sheets) * Homework project (9 tasks) that includes both reading and writing skills Unit's lessons include: * Cloze activity on the play's contexts * Detailed, thorough comprehension questions on each scene * Spelling tests on key vocabulary * SPaG starter activities * Character crosswords * Huge 60 - question revision quiz * In - depth key scene analyses (including group work) * Exploring characters - Helen, Jo, Peter, Boy, Geof * Exploring themes - marriage, motherhood, relationships * AfL activities - improving sample exam responses * Essay planning * Writing a formal essay on a chosen character * Writing a formal essay on a chosen theme * «Closed book» mock exam to reflect new GCSE exam expectations * Teacher / peer / self assessment opportunities

Recent efforts have focused on improving the quality of the assessment tasks and expanding response modes while simultaneously trying to maintain high levels of reliability and validity.

Improving the quality and alignment of formative and interim assessments is particularly important.

Each of the applications will be subject to peer review in the context of five priority areas: supporting effective teachers and principals; promoting science, technology, engineering and mathematics education; supporting the implementation of high academic content standards and high - quality assessments; turning around low - performing schools; and improving graduation rates in rural schools.

Based on the research around collaboration and formative assessment, Barb specializes in developing Impact Teams to improve teacher quality and student achievement.

These «predictive» or «formative» indicators include in - school factors such as strong classroom assessment and professional development for teachers, and out of school factors such as health care, housing, nutrition, and availability of high - quality pre-school; whether educators are using information in a reasonable way to improve teaching, learning and school quality; and whether the state and federal governments are providing positive support in these areas.

Respondents selected improving teacher quality as the most important national education strategy, besting efforts to create better standards, devise better assessments, or improve failing schools.

Additionally, CAT is proven to have greater reliability for students, takes less time to complete than paper - based tests, and improves the quality of assessments.

Since 2005, some 35 states have enacted new legislation on principal assessments aimed at putting less emphasis on «inputs,» such as how well particular leadership tasks are met, and more on student «outcomes» and the leadership behaviors likeliest to improve instruction, according to research by the National Comprehensive Center for Teacher Quality.

Our work is guided by the belief that a high - quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed — regardless of disability, language, or subgroup.