Sentences with phrase «scoring system developed»

Rollo then identifies up to five target neighborhoods through a scoring system he developed.

A deposit of about $ 10 is required unless the user has a high rating on Sesame Credit, the social credit scoring system developed by China's Ant Financial, an affiliate of e-commerce giant Alibaba Group.

The table below scores Onit from both perspectives using the simple scoring system developed in Post 011 (fast versus slow innovations):

It's a scoring system developed by a consortium of all three credit bureaus that rates creditworthiness similar to school grades.

Led by Stella K. Kang, a radiologist with the Department of Radiology at the New York School of Medicine, the study was designed to compare the effectiveness of a treatment algorithm for small renal tumors incorporating the nephrometry score, a renal tumor anatomy scoring system developed by urologists, with the current standard of uniformly recommended partial nephrectomy in patients with mild - to - moderate chronic kidney disease (CKD).

Not exact matches

Sun is currently the chief credit officer at Avant, and stood out early to Goldstein at Enova by developing an alternative risk - scoring system for the company's loans, Goldstein says.

Standardized Assessment of Concussion or «SAC», Sport Concussion Assessment Tool Version 3 or «SCAT3», the Balance Error Scoring System or «BESS», King - Devick Test», Maddocks» questions) already shown by studies to be reliable in making the initial remove - from - play decision, or one of a number of new assessment screens being developed and tested.

The state was prepared to use part of its federal Race to the Top money to pay Wireless Generation to develop software to track student test scores, achievement and so on, creating a system similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the city scsystem similar to the Achievement Reporting and Innovation System, or ARIS, that it developed for the city scSystem, or ARIS, that it developed for the city schools.

Fifty years ago, physician Virginia Apgar of Columbia University developed a scoring system to rate a newborn's health.

Researchers at Mayo Clinic developed a new scoring system to help determine which elderly people may be at a higher risk of developing the memory and thinking problems that can lead to dementia.

Dr. Ferrara, along with a multi-center team of researchers, developed and tested this new scoring system using almost 500 patient blood samples with newly diagnosed GVHD in varying grades from two different centers.

The scoring system is based on an analysis of large genomic datasets and patient data, and it could eventually be developed for clinical use.

The scoring system for experiments two and three were developed by a replacement pathologist who preferred a scale of 0 to 3 which corresponded to a judgment of mild, moderate or severe (figure 4A).

They further narrowed down the data to a 12 - gene signature and developed a scoring system that would help predict patient prognosis.

Such scoring systems could be developed into an additional tool to help doctors and patients make informed decisions about the course of treatment.

Although we could confirm a function of CHRAC / ACF in gene silencing, the extent of transcriptional repression scored in our tethering system was much stronger compared to the one in developing embryos.

Develop a scoring system.

It would seem that the ongoing discussions about «teacher effectiveness» and the creation of evaluation systems focused on measuring a teacher's capacity (increasingly based on test scores) often do very little to actually develop that capacity.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

For better or worse, the Iowa test scores became «the one thing that everyone looked at,» according to DePaul University education professor Barbara Radner, director of DePaul's Center for Urban Education, even as the state haltingly developed its own standards and testing system.

Every video was rated at least three times: once using the Framework for Teaching, developed by Charlotte Danielson; once using the Classroom Assessment Scoring System (CLASS), developed by Bob Pianta and Bridget Hamre at the University of Virginia; and a third time using a subject - specific instrument.

Concerned that high - stakes testing was narrowing student assessment down to a few scores, teachers and administrators in one Illinois district developed a system to assess a range of skills — including critical thinking and social - emotional skills — they wanted students to master by the time they left school.

Beyond Standardized Testing: District Focuses on Assessing the Whole Child Concerned that high - stakes testing was narrowing student assessment down to a few scores, educators in one Illinois district developed a system to assess a wide range of skills — including thinking skills and social skills — they wanted students to master.

The waiver application contains the same commitments that all states seeking waivers were required to meet: implementing Common Core or other rigorous standards preparing students for college and careers, developing a teacher evaluation process that includes the results of local and state tests, and creating an accountability system that recognizes that success is more than students» test scores.

California, Idaho and other states are developing accountability systems to assess a range of school quality indicators instead of simply ranking districts by test scores.

States must agree to meet Duncan's requirements in order to free themselves from the original dumb requirements: adopt the Common Core standards, participate in a test - development consortium to create Common Core tests, tie teacher and administrator evaluations to test scores, develop a new way to humiliate schools — that is, a new accountability system to replace the old «failure to meet AYP» label — and use that system to fire teachers and close schools.

The most - positive aspect of Kline's plan lies with its requirement that states develop teacher evaluation systems that use student test score growth data (along with other «multiple measures) in evaluating teacher performance.

Arizona State University Marylou Fulton Teachers College (ASU MLFTC), in collaboration with Arizona Ready - for - Rigor grant - funded partner districts and ADE, are developing and implementing a large - scale data depot system, including a teacher tracking system to link student achievement scores to students» teachers of record / administrator / school / district.

What reformers should do is develop the tools that can allow families to make school overhauls successful; this includes building comprehensive school data systems that can be used in measuring success, and continuing to advance teacher quality reforms (including comprehensive teacher and principal evaluations based mostly on value - added analysis of student test score growth data, a subject of this week's Dropout Nation Podcast) that can allow school operators of all types to select high - quality talents.

Because they have spent little on developing robust data systems that can monitor student achievement and teacher performance means (and thanks to state laws that had banned the use of student test score data in teacher evaluations), districts haven't been able to help those aspiring teachers by pairing them with good - to - great instructors who can show them the ropes.

In support of this effort, CRESST aims to develop innovations to advance scoring and test delivery to improve the efficiency of the ELPA21 assessment system.

Over the border in Georgia, Gwinnett County has developed a «Results - Based Evaluation System,» in which fully 70 percent of the score for schools and their principals is tied to student achievement, as assessed by indicators including standardized test scores and measures of where schools are in closing the achievement gap.

Policymakers and the public must immediately engage in an open and transparent community decision - making process about the best ways to use test scores and to develop accountability systems that fully support a broader, more accurate definition of college, career, and citizenship readiness that ensures equity and access for all students.

Teachers who score «ineffective» on either student performance or principal observations can still be rated «developing» overall if they score highly on the other metric, meaning some teachers that would have previously been pushed out of the system will be allowed to stay in the classroom at least a while longer.

«I am pleased that we have developed an accountability system that goes beyond test scores and moves away from a compliance mentality to encourage continuous improvement for all our students,» Commissioner of Education Stephen Pruitt said.

Thirty - five percent of her evaluation score was based on student growth or value - added as determined by the Tennessee Value - Added Assessment System (TVAAS), often called outside the state of Tennessee (where it was originally developed) the Education Value - Added Assessment System (EVAAS).

The law was passed in 2015 and in 2017 states drafted their plans, which included new accountability systems based on multiple measures that include factors other than test scores; conducting needs assessments for struggling schools and learning communities facing the greatest challenges in order to tailor support and intervention when needed; developing clear and concise plans for targeting federal funding in ways that meet the needs of students in the school; and implementing programs and monitoring their progress in collaboration with educators.

The two winners of the competition's first round in March — Delaware, which won $ 100 million, and Tennessee, which won $ 500 million — scored highly for well - developed evaluation systems.

But changes, including the elimination of requirements to use state standardized test scores in evaluations and the lack of adequate funding, would have set back efforts in Los Angeles and elsewhere to develop a strong teacher evaluation system, he said.

Los Angeles - area charter schools have won a $ 60 - million grant to develop a teacher - evaluation system based at least partly on student test scores.

Evers said the new accountability system most likely will focus on data the state already has the ability to collect, such as proficiency and growth over time on a new state test being developed, advanced placement enrollment, graduation rates, college entrance exam scores and industry certification for students who don't go on to college.

She says the fact that lawmakers didn't act on the A-F grading system plan is a «positive,» because now MDE can move to develop an accountability system for schools that goes beyond test scores.

In the application for the $ 100 million grant from the Bill and Melinda Gates Foundation, Hillsborough predicted they would fire at least 5 % of the districts tenured teachers for «poor performance,» and the grant work led her to develop, with collaboration from the teachers» union, an evaluation system that uses test scores for 40 % of teachers» ratings.

Rather than use the event to congratulate each other on the destruction of our public schools, Connecticut's elected officials should be explaining to Duncan that the Common Core and Common Core Testing scheme is a fiasco that needs to be repealed and that Connecticut must be allowed to develop its own effective teacher evaluation system that doesn't rely on the use of unfair, inappropriate and faulty standardized test scores.

2006 The federal Teacher Incentive Fund begins issuing grants to school systems and states to develop programs to award teachers who raise test scores.

During his tenure there, he implemented a balanced assessment system, transitioned the state to 100 % online testing, implemented the West Virginia Growth Model, developed an approved growth - based accountability system under ESEA Flexibility, and led standard settings to define statewide cut scores for effective schools and teachers.

At the same time, the legislature completed its 2016 session without addressing the fundamental problems associated with the unfair, inappropriate and discriminatory Common Core SBAC testing scheme, nor did it step forward and require that the Malloy administration develop a teacher evaluation system that is not reliant on the scores of this failed and disastrous testing program.

As a result of Superintendent Scarice's leadership, the democratically elected members of the Madison School board, with the participation of teachers, parents and the community, developed a model teacher evaluation system that did not include the use of standardized tests scores.

In response first to the federal Race to the Top grant and then the NCLB waiver mandates, Connecticut developed a teacher and principal evaluation system calling for student standardized test scores to be a part of a teacher and principal's effectiveness rating.

The team will develop and pilot a Performance Assessment for Learning Micro-Credential system which will build the capacity of Rhode Island teachers to design, field test, score, and refine high quality performance tasks — both formative and summative.