Sentences with phrase «resource assessment purposes»

Measurements are made in late July and early August, recording the ablation during the first three months of the ablation season, for water resource assessment purposes and redrilling of the stakes when necessary.

Measurements are made in late July and early August on Columbia Glacier, recording the ablation during the first three months of the ablation season, for water resource assessment purposes and redrilling of the stakes when necessary.

Not exact matches

This resource has been created to save you time in developing fit - for - purpose student assessment for the OCR GCSE BUSINESS (9 - 1) course.

Included are whole lesson resources (normally 2 pounds each) for: - Amazing verbs and adverbs - Adventurous adjectives - Astonishing alliteration - Capturing the readers» attention - Exceptional expanded noun phrases - Perfect personification and awesome oxymorons - Structuring and organising creative writing - Stupendous similes and miraculous metaphors - Wondrous writing - seven wonders of the world - Writing about Emotions There are also a number of games and help - sheets, including: - All 8 writing purpose help - sheets (Analyse, Explain, Inform, Persuade, Describe, Instruct, Evaluate, Argue)- Descriptive writing assessment and mark scheme - Descriptive writing - knowing the words inside out posters.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q3 (language) and Q4 (comparison) and cover the following: - analysis of vocabulary - analysis of sentence forms - analysis of language techniques - explore audience and purpose - study of model answers - exploring the effect of language - improving exam responses using mark schemes - explore perspective - understand the difference between synthesis and comparison - form comparisons between texts - practice timed responses Regular assessments are included to assess students ability in true or false and synthesis tasks.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

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.

This resource has been used in lower Secondary for assessment and in Year 9/10 for revision purposes.

Ensure that communication with teachers and parents about the tests is frequent and includes the purpose, timing, and results of the assessments and resources for students to help them learn the appropriate grade - level material

For more assessment perceptions from parents — along with teachers, students, and school administrators — check out the full survey — Make Assessment Work for All Students: Multiple Measures Matter, and explore our site here at assessmentliteracy.org for resources on assessment types and purposes.

The Teaching Notes provide guidance on purpose of each PLE, related activities, readings, resources, and assessment.

The purpose of this resource is to help practitioners to reflect on question (s) of assessment practice, the Common Core State Standards, and Webb's Depth of Knowledge (DoK) framework by analyzing student assessment work.

With support from Lumina Foundation for Education and the Bill & Melinda Gates Foundation, the Evaluation Toolkit was developed for two purposes: (1) To develop a freely accessible, research - based resource that will enable outreach programs to more readily and systematically use data and outcome measures to improve service delivery, and (2) promote research that will identify effective program models across outreach programs and document the collective impact of programs by using the evaluation data generated through a common assessment framework.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

The purpose of this resource is to help teachers revise existing lesson plans so that they incorporate the formative assessment process and align with College and Career Ready Standards (CCRS).

With this research - based resource, you'll explore six essential tenets of assessment — assessment purpose, communication of assessment results, accurate interpretation, assessment architecture, instructional agility, and student investment — that will help deepen your understanding of assessment to not only meet standards but also enhance students» academic success and self - fulfillment.

This resource keeps the purpose in mind, offering practical guidance in working with assessment, identifying relevant research for additional investigation, and offering reflection questions to deepen practitioners» understanding.

To achieve this goal, PARCC will develop «assessments to help educators improve teacher, school, and system effectiveness by providing a wider variety of data that is useful for the purposes of analyzing effectiveness, calibrating interventions, holding school professionals accountable for student outcomes, supporting strategic management of human resources, and identifying mid-year professional development and support needs for educators.

To work and collaborate with other professional organizations, research institutions, government entities and private sector companies for sole purpose of improving the accuracy and reducing the uncertainty of wind resource and project energy assessments.

«Permitted Use»: (1) Installing, operating, maintaining, removing, replacing and collecting data from meteorological towers, stations and anemometers, conducting avian, archeological and biological assessments, environmental assessments, soil and preconstruction analysis, and other studies and evaluations deemed necessary by Grantee for purposes of evaluating the Wind Resources of the Premises, exercising the rights granted to Grantee hereunder, and developing the Wind Energy Project; (2) Constructing, installing, operating, accessing, maintaining and removing (including, when necessary, replacing)(a) WTGs on WTG Pads on the Premises for the conversion of Wind Resources to electricity, and including replacing WTGs for purposes of repowering for conversion of Wind Resources to electricity on WTG Pads located on the Premises and / or in connection or conjunction with other real property on which the Wind Energy Project is located; and (b) all related Improvements (i) necessary or convenient to Grantee in conjunction with WTGs for the Wind Energy Project (ii) for the use by Grantee in collecting, transmitting or otherwise making electricity from the WTGs on the Wind Energy Project marketable and available for sale; or (iii) for the use by Grantee for access to and from the Improvements or a public right of way to the WTGs for the Wind Energy Project (in each case, whether or not such WTGs are on the Premises), or (3) uses otherwise permitted herein.

Assessment Psychology Online is a clinical psychology information resource created for the purpose of providing useful, reliable and authoritative information about psychological assessment, testing, and practice management for practicing psychologists.

«A comprehensive and valuable resource for early childhood practitioners... addresses both the process and purpose for assessment of all children in inclusive classroom settings».