These functions include the ease with which teachers and other adults who are regularly around individual students can directly observe the soft skills they are expected to support, the clear implications for intervention suggested by low
scores on a particular skill by a particular student or group of students, the signals sent to administrators about teachers and groups of students who may need additional help, and the usefulness in communicating with parents.
Not exact matches
This suggests an alternative criterion by which to judge changes in student performance - namely, that achievement gains
on test items that measure
particular skills or understandings may be meaningful even if the student's overall test
score does not fully generalize to other exams.
This suggests that improvements in state
scores often reflect test prep that helps students
score higher
on one
particular test, rather than genuine improvements in students» academic
skills.
There are far too many factors that go into a student's
score on one
particular test
on one
particular day for this to be in any way a valid indication of the teacher's
skill.