Sentences with phrase «score as an assessment»

Among these, data strongly support the validity of the Social Phobia and Difference measures of the SPAI and Total SAS - A score as assessment measures in the adolescent population even in non-American cultures and languages.

Not exact matches

This negative feedback served as the catalyst for the clinic to completely overhaul their people strategy, resulting in increased scores in the same assessment — beginning the very next year.

Constituent companies are chosen based on their score on two sets of measures: a quantitative assessment consisting of their return on equity, balance sheet accruals ratio and financial leverage ratio; and a qualitative score derived from management's responses to a survey about such topics as corporate governance, risk and crisis management, customer relationships and tax strategies.

People who scored high on the productivity assessment were 10 times less likely to agree with statements such as «I live in a mess — cluttered office, buried desk, disorganized home» and «I often feel distracted.

One of the casualties of writing as frequently as I do is that it's easy to assume that our market assessments are highly dependent on any one of the score of topics we discuss.

«In their 2017 Scorecard, the FHFA directed the GSEs to «Conclude assessment of updated credit score models for underwriting, pricing, and investor disclosures, and, as appropriate, plan for implementation.»

The Healthy Diet Score follows more than three years of research by CSIRO and University of South Australia and is capable of providing a similar evaluation to other more complex diet assessment methods such as weekly tracking of food intake.

Total Score (overall statistical assessment as a football player): 1st.

Great assessment but for it to happen more so over the course of the season: 1) Sanchez & Walcott must continue to score 1st and if not assist as they do at the moment 2) Özil has to be consistent & help our offense flow continuously 3) Gabriel & Bellerin must continue to progress the way they do 4) Ox has to found some end product & be more strong defensively 5) Cech has to keep pulling those saves 6) Coquelin not getting injured + Ramsey & Cazorla getting a couple 7) Wenger's getting his tactics & subs close to on point albeit a few occasions

As a result he now occasionally seems to crop up in lists of the worst F1 drivers ever, but despite his dismal races with Ferrari, and the fact that no other driver has started more races without scoring a point, it's a grossly unfair assessment.

no wonder wenger has gotten away with his dozen years of failure when fans deliver this kind of ludicrous assessment... get of the wenger juice and get yourself cleaned up... anyway this was a tale of two very different halves so average score is basically like saying the guy who took a bath in ice water and then in scolding water had a good time as on average he was in warm water!!!

As I said if it's based on form then he is deserving of a call up, I agree with the slow as a cart horse comment but think it's an unfair assessment given the amount of goals he has scored this seasoAs I said if it's based on form then he is deserving of a call up, I agree with the slow as a cart horse comment but think it's an unfair assessment given the amount of goals he has scored this seasoas a cart horse comment but think it's an unfair assessment given the amount of goals he has scored this season.

I couldn't help but see in him a personification of education these days — our focus on test - scores, assessment, standards, ranking and comparison, as well as a correlating misunderstanding of the importance of play (at one point in the film, a boy confronts this adult: «But they are toys!

She emphasized, however, that King - Devick was only meant for use as an initial screen to identify athletes who should not be allowed to return to the game or practice and who should be referred for further, more comprehensive evaluation by a trained professional (e.g. assessment of balance, neurocognitive function, and scores on the Post-Concussion Symptom Scale).

Do not send individual staff competency skills assessments or scores for staff as the only item that is being assessed is content and % staff that have received that training.

Will your party fully implement the Global Strategy for Infant and Young Child Feeding in the UK, thereby supporting mothers to breastfeed for as long as they wish and improving the UK's score in the next WBTi assessment?

Earlier this year, Cuomo pushed for test scores to account for as much as 50 percent of a teacher's assessment.

Tennessee Education Commissioner Candice McQueen says school districts can decide whether student assessment scores will be included in student grades as long as the scores don't lower final grades.

«The fact that these errors occurred is simply unacceptable to Pearson as we fully understand the importance of accurate scoring,» Scott Smith, president of learning assessment, said in a statement.

At the same time, teachers were being told they would be graded as professionals based on the results of scores from these flawed — and really, still experimental — assessments.

As that process unfolds, the task force recommended that the state declare a ban on using state growth scores to evaluate students or teachers until the 2019 - 20 school year while it reviews and alters the Common Core Learning Standards, develops curriculum aligned to the updated standards and tries out new assessments.

«Through this assessment of epigenetic regulators, we identified PRMT1 as a top scoring «hit» in these patient - derived tumors,» said Virginia Giuliani, Ph.D., senior research scientist, IACS.

The scoring of a comprehensive set of molecular features in this setting provides a more objective assessment of the impact of the different interventions, and the biological processes that were perturbed as a result.

Teachers in 21 Kentucky schools and five districts are now eligible for cash rewards for improved student performance as a result of corrected scores on the 1996 state assessment.

Since tests can include cultural bias and handicap those with different languages and cultures, we need to look at assessment as a holistic approach that includes performance tasks, portfolios, achievement scores, creativity tests, and other measures.

As with the practical assessment, the craftsmanship scores of the video - based group were significantly higher than those of the print - based group.

As test - preparation materials leap off the printed page and onto the Web, an increasing number of states and districts are turning to online test - prep programs to help raise student scores on high - stakes assessments, Advanced Placement tests, and college - entrance exams.

If they choose to follow this course, they should redesign their field tests to function as statewide assessments, and provide scores back to students and schools.

Using more recent data, a report by the Center on Education Policy concludes that reading and math achievement as measured by state assessments has increased in most states since 2002 and that there have been smaller but similar patterns in NAEP scores.

As soon as scores from these beginning - of - year diagnostic assessments are available (usually in mid-September), the skills specialists sit down with McClain and a stack of printouts from TRIAND in one of their weekly meetings and assess which of their «kiddos» are struggling to read at grade leveAs soon as scores from these beginning - of - year diagnostic assessments are available (usually in mid-September), the skills specialists sit down with McClain and a stack of printouts from TRIAND in one of their weekly meetings and assess which of their «kiddos» are struggling to read at grade leveas scores from these beginning - of - year diagnostic assessments are available (usually in mid-September), the skills specialists sit down with McClain and a stack of printouts from TRIAND in one of their weekly meetings and assess which of their «kiddos» are struggling to read at grade level.

Koretz's research focuses on educational assessment and policy, particularly high - stakes testing and its effect on schools, as well as the validity of the score gains.

Because Cisco Systems sees assessment as primarily learning - based rather than evaluative, it seeks to deliver better data — particularly through the scoring of complex tasks through its simulation program — that can be used quickly.

The system uses such statistics as state assessment scores, attendance rates, and dropout figures to rank both buildings and districts on a four - level scale.

We first assessed the extent to which students» scores on the PARCC and MCAS assessments are related to their college performance (as measured by GPA) and college readiness (as measured by placement in remedial courses).

For our investigation, we used individual test - score information on the Florida state assessments in math and reading that are available for as many as 500,000 Florida public - school student observations in grades four through eight for the eight years 2002 to 2009.

Here's one option which would be available now: (i) Administer the new assessments to all eligible students; (ii) Score the assessments for a randomly chosen 10 percent of students; (iii) Estimate the item parameters and weed out the items which did not perform as expected; (iv) Go back and score the remaining tests for the remaining 90 percent of students; (v) Provide scaled scores back to school districts, parents and teacScore the assessments for a randomly chosen 10 percent of students; (iii) Estimate the item parameters and weed out the items which did not perform as expected; (iv) Go back and score the remaining tests for the remaining 90 percent of students; (v) Provide scaled scores back to school districts, parents and teacscore the remaining tests for the remaining 90 percent of students; (v) Provide scaled scores back to school districts, parents and teachers.

Either way, taking a look at your assessment scores can help you see if your eLearning content needs reworking, as you want to make sure you are providing your students with the best learning experience possible.

To yield real rigor (and comparability), the currently - under - development assessments must avoid numerous pitfalls and incorporate hard - to - achieve consensus on genuinely challenging issues (such as where to set the «cut score»).

Upgrading assessments to make them more suitable for use in high - stakes decisions, such as by lessening the focus on multiple - choice questions, likely entails increased costs (especially for scoring).

For if the Common Core is truly intended to yield high school graduates who are college and career ready, its assessments must be calibrated to passing scores that colleges and employers will accept as the levels of skill and knowledge that their entrants truly need to possess.

Or were less costly components of the teachers» National Board scores, such as the one - day assessment at a Sylvan Learning Center, just as effective as the costly, time - consuming (and coaching - or cheating - prone) portfolio in predicting student performance?

Furthermore, in 2003, 780 elementary schools (out of 4000) were identified (but never publicly) as low performing, according to their scores on the provincial assessments.

Similarly, the cut score defining the lowest 10th percentile has risen more rapidly in Texas than in the nation as a whole (Figure 8), becoming statistically significant in 2000 and almost doubling in size from 2000 (7 points) to the latest assessment in 2011 (13 points).

That's a daunting challenge for any test maker, but it's further complicated by widespread fears of soaring failure rates and their political consequences, as well as by Arne Duncan's stipulation (in the federal grants that underwrite the assessment - development process) that the states belonging to each consortium must reach consensus on those passing scores (in government jargon, «common achievement standards»).

The ideal assessment will be more nuanced, gathering student data over time but also looking at the small, yet significant improvements in achievement, such as higher grades or increased participation in class, which might not be immediately reflected in students» test scores.

The variability of the reported benefits may be due to scoring experiences being unique in some respects, due to who the participants are, which assessment is being marked, as well as other contextual factors.

The council's Beating the Odds VI report, a city - by - city analysis of student performance, recently revealed that urban students» scores on state assessments in reading and math as well as on the more rigorous federal test — the National Assessment of Educational Progress (NAEP)-- are rising, with urban students making the most gains in mathematics.

The entire Common Core edifice — and the assessments, cut scores, and accountability arrangements built atop it — presupposes that «college - ready» has the same definition that it has long enjoyed: students prepared to succeed, upon arrival at the ivied gates, in credit - bearing college courses that they go right into without needing first to subject themselves to «remediation» (now sometimes euphemized as «developmental education»).

These assessments combine easy - to - score multiple - choice exams, such as the one Fann took in her kitchen under the remote eye of a proctor, with real - world «performance» assessments, including presentations and case studies graded by people whose only role in the process is providing this assessment.

Yes, states developed standards and assessments as No Child Left Behind (NCLB) required, but many adopted weak standards and set low cut scores.