Sentences with phrase «scores on the competence»

This poor ICC is most likely due to a low variation in scores on the competence items, while differentiating between the high scores (4 and 5) appeared difficult.

Not exact matches

That 20 - point advantage to the Tories is the widest gap that ICM has recorded on economic competence since December 2011, when — with memories of the Brown administration recent, and with Osborne's «omnishambles» 2012 budget still in the future — the Conservative lead on this score briefly hit 21 points.

They also scored higher on two measures of their social skills and ability to function in the more regimented kindergarten classroom: self - directed learning and social competence.

In other words, the greater the disparity in social skills, the wider the gap in adult outcomes — kids who scored «well» on social competence were four times more likely to obtain a college degree than kids at the bottom end of the spectrum.

Using a three - arm cluster randomized control trial, we assess the impact of PC on children's social - emotional skills (e.g., executive function, emotion regulation, social competence) and academic outcomes (e.g., literacy, math scores).

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

On isolating teacher effects: «Inferring teacher competence from test scores requires the isolation of teaching effects from other major influences on student test performance,» while «the task is to support an interpretation of student test performance as reflecting teacher competence by providing evidence against plausible rival hypotheses or interpretation.&raquOn isolating teacher effects: «Inferring teacher competence from test scores requires the isolation of teaching effects from other major influences on student test performance,» while «the task is to support an interpretation of student test performance as reflecting teacher competence by providing evidence against plausible rival hypotheses or interpretation.&raquon student test performance,» while «the task is to support an interpretation of student test performance as reflecting teacher competence by providing evidence against plausible rival hypotheses or interpretation.»

Better scores on measures of authority acceptance, cognitive concentration, and social competence.

More than ever these days, teachers need to buttress students» scores on large - scale accountability tests with evidence of their own classroom competence.

The dropout rate is high and achievement is low — more than half of the students are scoring below basic levels of competence on state reading and math tests.

The toolkits include detailed levels of increasingly effective competence, selection questions, and guidance on how to conduct interviews that reveal information about competencies, and scoring rubrics.

For example, on a scale of 1 = Excellent and 5 = Very Poor, jurors gave defense attorneys, on average, a competence score of 1.68 when they returned a verdict that was completely in favor of the defendant, 1.95 when they returned a split verdict, and 2.23 when they returned a verdict that was all in favor of the state / plaintiff.

The accreditation process has two steps: obtaining a passing score on a written exam and displaying competence in parent consultation skills as scored by an accredited Triple P trainer through direct observation or DVD submission.

A 1994 study by the Search Institute examining adopted adolescents concluded some of the following facts: Adopted children score higher than their middle - class peers on indicators of school performance and social competence.

The AEDC data are collected by teachers who complete an online checklist for each child in their first year of formal full - time school (∼ 5 years old) covering the five ECD areas previously noted of physical development, social competence, emotional maturity, language, and cognitive development (eg, academic learning), and general knowledge and communication.17 Children are scored on each of these domains, and categorised as «developmentally vulnerable» (≤ 10th centile), «developmentally at risk» (between 10th and 25th centiles) and «developmentally on track» (≥ 25th centile) 17 Children who are developmentally at risk on one or more ECD domain (ie, DV1) is typically reported in AEDC publications.

History of neglect significantly predicted lower scores on Extracurricular Activity, Academic Achievement and Overall Competence.

Parenting sense of competence was slightly lower among intervention recipients (β level, − 0.92 [95 % CI, − 1.40 to − 0.44]-RRB-, an effect driven by lower scores on the satisfaction subscale rather than by differences in self - efficacy (Table 4).

Children rated themselves on a four - point scale in five domains, as well as on global self - worth (higher scores indicate greater competence).

Not only did initial BITSEA scores significantly predict CBCL / 1.5 - 5 and ITSEA problem and competence scores one year later, but 59 % of BITSEA screen positives remained positive on the BITSEA at follow - up.

Accordingly, Grade 5 SOC scores positively predicted Grade 7 scores on the Five Cs of PYD (i.e., competence, confidence, character, connection, and caring) and negatively predicted Grade 7 depression, delinquency, and risk behaviors.

Scores on the BITSEA Problem scale were positively correlated to all CBCL and PSI - SF subscales, whereas negative correlations were found between BITSEA Competence scale and CBCL and PSI - SF subscales.

Inversely, correlations between scores on the BITSEA Competence scale and CBCL subscales were all very small, close to nil, and mostly negative.

More precisely, regardless of age, the ASD group scored higher on social problems and social anxiety but lower on social skills and social competence than the clinical and non-clinical control groups (see Table 3and Fig. 1 panels c — f).

Moreover, in contrast to a previous report on the present sample (Asscher et al. 2008) which focused on short - term effects (by comparing pre - and posttest scores), in the present study we extend prior research by examining program effects on long term growth in maternal sense of competence, maternal parenting behavior, and child problem behavior over a period of 12 months.

It is scored on social competence and behaviour problem scales.14 The scales were originally constructed from analyses of parent ratings of 2300 clinically referred children and normed on 1300 non-referred children.

To fill out the SPPA, subjects have to rate the items on a 4 - point scale with higher scores reflecting greater competence.

Shyness on the other hand is said to be related to poorer social competence, lower self - esteem, anxiety and peer rejection, which may be more reflective of the children who score in the abnormal range on the pro-social scale and also on the unpopularity scale.