Not exact matches
This report serves as a guide and framework to early childhood
policymakers considering formative assessment, outlining issues for consideration in implementing formative assessment.This guide provides a practical roadmap for decision - makers
by offering several key questions to consider in the process of
selecting, supporting, and using data to inform and improve instruction.
Federal
policymakers must strike a balance between federal oversight and local control
by working with practitioners and other education stakeholders to
select, establish, and enforce effective and equitable school discipline policies.
In contrast, «external» assessments are designed,
selected, and controlled
by another person or group — commercial publishers, district administrators, or state
policymakers.
Policymakers can contribute to building evidence - based practice in education
by insisting that school improvement approaches that are
selected are based on solid evidence, and then
by providing the support necessary to ensure their full implementation.
In parallel, the Summary for
Policymakers and the Technical Summary are prepared
by authors
selected from chapter writing teams.
Note: During the approval process of the Summary for
Policymakers at the 5th Session of WGIII of the IPCC from 8 - 11 March 2000 in Katmandu, Nepal, it was decided to combine the A1C and A1G groups into one «fossil intensive» group A1FI in contrast to the non-fossil group A1T, and to
select two illustrative scenarios from these two A1 groups to facilitate use
by modelers and policy makers.