Sentences with phrase «simply teaching to the test»

The evidence from Florida also suggests that the gains produced by such an accountability system are real indicators of improvement in learning, and not simply teaching to the test, cheating, or other manipulations of the testing system.

«Simply teaching to the test will not get these results.»

Some, including Jefferson Parish School Board Superintendent James Meza fear that value added testing leads teachers to simply teach to the test, and that early learning indicators known as DIBELS (Dynamic Indicators of Basic Early Literacy Skills) scores can easily become the goal rather than the method.

Not exact matches

Findings suggest that simply telling learners that they would later teach another student changes their mindset enough so that they engage in more effective approaches to learning than did their peers who simply expected a test.

It could be that education truly improved or perhaps that voucher schools were simply «teaching to the test,» he said.

I am in the process of teaching myself how to use all of the amazing features Lightroom has to offer (this is definitely an on - going project... there is simply so much to learn) plus testing out some fun presets from Dreamy Presets (I mean how could they not be awesome when they were created by a blogger?!).

Such lengths include the release of new guidelines to create better textbooks, including the use of high - quality colour photographs and measures that support pupils learning rather than simply teaching them how to pass tests.

Teachers who seem to have the greatest successes are those who see — and present — the tests as simply something we have to do, kind of like flossing, and then get down to the business of teaching.

Several of the most significant features of recent education policy debate in the United States are simply not found in any of these countries — for example, charter schools, pathways into teaching that allow candidates with only several weeks of training to assume full responsibility for a classroom, teacher evaluation systems based on student test scores, and school accountability systems based on the premise that schools with low average test scores are failures, irrespective of the compositions of their student populations.

Even though value - added measures accurately gauge teachers» impacts on test scores, it could still be the case that high - VA teachers simply «teach to the test,» either by narrowing the subject matter in the curriculum or by having students learn test - taking strategies that consistently increase test scores but do not benefit students later in their lives.

«It is, quite simply, ludicrous,» she said, «to propose evaluating teacher preparation programs based on the performance [test scores] of the students taught by a program's graduates.»

In the work released Wednesday, researchers assess whether these test score gains are actually putting students on a path to better lives or simply the result of charter schools» effectiveness in «teaching to the test» for the MCAS.

teach to the test, coach, prep, etc...), in many cases test scores can vary simply because of the placement of students.

It may be that California Math contains better pedagogical techniques for teaching core content, that it is better aligned to state standards or the state test, or that it is simply easier for teachers to implement with fidelity.

If effective teachers are the only way to make students pass tests and Ms. Rhee thinks many teachers simply aren't effective enough, let's have all DC kids taught by effective teachers.

Reliance on testing has simply lowered standards and teaching as everyone looks for tricks to have students pass the tests.

The schools could have responded in either of two ways: improving the quality of the education they provided to their publicly funded students, or simply focusing their efforts on test preparation («teaching to the test»).

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

For Bloomfield, New London and Windham, three towns whose children face some of the greatest educational challenges, including poverty and language barriers, the decision was simply to stop teaching and keep testing from March till the end of the year.

Opponents say such «data - driven instruction» simply masks schools» teaching to standardized tests.

So, sorry Nick Gibb, but simply forcing pupils to absorb knowledge will not do — they need opportunities to embed and consolidate what they have been taught — to refashion what they know, testing facts and theories out in a wide range of activities, for a variety of purposes.

Maybe, maybe... if you could hold other factors constant, such as the courses I teach, the number of students I teach, the curriculum, the technology and other resources, all the other teachers and all of their courses, the administrative policies, the school's schedule, school transportation, extra-curricular activities and field - trips that affect instructional time... if you haven't worked in a school, if you haven't administered the tests and watched the students» eyes glaze over as they go through a meaningless exercise with no consequences for them... then you simply do not understand this issue as well as you need to in order to make pronouncements about it.

Under his new proposal, teachers will no longer be required to have a degree in education to teach, but instead would be given licenses if they can simply pass a test by the Pearson Company.

You can think of baseline data as a pre-test: we're simply testing the student to see what he already knows before we begin teaching.

It is simply a place that your can test your dog and yourself to see if you have succeeded in teaching him his basic manners.