Not exact matches
There appear to be two differing schools of thought regarding Metacritic; one argues that its inconsequential and its flawed nature means that it should be disregarded in an objective
assessment of any games in question and the other school
relies on its
results to prop up its arguments, even if it makes an admission to the flawed nature of its findings.
As Politics K - 12 described it, states could use grade - span tests or portfolios, combine formative
assessment results, experiment with competency - based systems,
rely on district - created tests, or conjure up something else.
Beyond that, practitioners (including teachers and school leaders) have attained appropriate levels of
assessment literacy when they can adjust
assessment practices to fit different purposes (support or certify learning), routinely
rely on clear learning targets, actually gather dependable evidence of student learning, communicate
results effectively to intended users, and maximize the positive motivational impact of
assessments.
Sometimes
assessment users
rely on the process and
results to motivate and support student learning.
Meanwhile Progress 8 is a «flawed» measure because it
relies on «error - prone»
assessments of pupil attainment, and so tends to produce «unstable»
results over time, he added.
Thus, high performing teams
rely on the
results of their common formative
assessments to increase student achievement in ways that they can not achieve with classroom formative and benchmark
assessments.
As a
result, IPCC authors must
rely on their subjective
assessments of the available literature to construct a best estimate and associated confidence levels.»