Sentences with phrase «single performance measure»

Not exact matches

Use a single question to track promoters and detractors and produce a clear measure of your organization's performance through customers» eyes.

The single year - end performance measure was abolished, as were relative rankings.

While your startup's «A» players or «top talent» are typically those with the best performance ratings, defining top talent should go beyond this single measure.

They realize that no single measure can provide a clear performance target or focus attention on the critical areas of the business.

There really is no single way to determine what a business is worth but there are several things you can analyze and review to measure performance, profitability, and a good value for the enterprise.

The S&P 500 Dynamic VIX Futures Total Return Index measures the performance of Volatility securities and is selected by a Single Asset process.

Roll call votes are the single available objective measure to evaluate legislators on their performance.

They also need strong leaders, single - minded crime fighters who get to the top and measure their own performance on nothing but taking the fight to lawbreakers.

It provides a single, seemingly straightforward measure of party performance that can tell us not only how well or badly a party has done as compared with four years ago, but also as compared with any previous local elections for which a PNS is available — even though the places in which local elections are held varies considerably from one year to the next.

«No single metric is sufficient for measuring performance, quality, or impact,» she says.

A double - blind randomised - controlled crossover trial was designed to measure the effects of oral curcumin versus placebo on single - leg jump performance and DOMS following unaccustomed heavy eccentric exercise.

Hinds announced a consultation to replace the «confusing» system that measures school performance, with a single measure to trigger support for schools.

Hinds said he intends to make the system free from multiple inspections and he will be consulting on a system that replaces the «confusing» system of measuring school performance, with a single measure to trigger support for schools.

On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the teacher's effectiveness, which is a single item from the survey; (2) the teacher's ability to improve student academic performance, which is a simple average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the teacher's ability to increase student satisfaction, which is a simple average of the role model and student satisfaction survey items.

That means an accountability system must have a single set of performance measures that can be similarly applied to all schools.

It would make matters more difficult because the most important flaw of the No Child Left Behind accountability system is its reliance on the level of student achievement at a single point in time as a measure of school performance.

Education Secretary Damian Hinds will announce plans for a single measure to trigger support for schools that require intervention, rather than having the «confusing» system of having both floor and coasting standards to measure school performance

In fact Ho (2008) argues if a single rating is going to be used for reporting on performance, it should be a measure of the average performance because such measures incorporate the value of every score (student) into the calculation and the average can be used for more advanced analyses.

The study, by Policy Analysis for California Education (PACE), examines the potential effects of using single measures in California's CORE districts, where multiple measures of school performance are included in annual accountability reports.

Given the strong influence of out - of - school factors on student achievement, any quality measure based on the level of student performance at a single point in time will be heavily influenced by characteristics of a school's student body.

Parents are familiar with multiple measures when they read their child's report card, and certainly do not want their child's school performance reduced to a single number.

But teachers complain that boiling down all they do into a single statistic offers an incomplete picture; they want more measures of their performance taken into account.

If you Google «how to measure student performance,» one paper you will NEVER see is «a single high stakes standardized test.»

There needs to be a single measure of annual school performance that is both easy to understand and detailed enough to give educators, superintendents and school boards the ability to make the appropriate changes when schools don't meet expectations.

They are nowhere near sophisticated enough — if indeed any single test can be — to be used as a real measure of performance.

Likewise, research can reveal more about whether TPPs with multiple programs graduate teachers of similar effectiveness, but it can not speak to how, or whether, estimated effects of graduates from different programs within a single TPP should be aggregated to provide a summative measures of TPP performance.

Districts shall develop performance appraisal measures for assessing the quality of instruction delivered by substitutes who provide instruction for 30 or more days in a single classroom placement.

ESSA continues requiring a single state achievement test system beginning in 3rd grade, but it would be up to the states, not the U.S. Dept. of Education, to «decide how to use the testing results to measure and improve school performance.»

Thus, schools can see a range of measures of performance without having to decipher a single number.

What evolved was a measurement framework that based its assessment of school quality on students» performance on only a single assessment (an invalid standard for measuring student progress) and mandated a series of wide - ranging sanctions that did not prove to significantly improve student or school performance.

We need to abandon single statistical measures of school performance and use more qualitative judgements of a range of measures.

In addition, using CCSA's own performance metric, the Similar Students Measure (SSM), charter public schools serving African American students were more than three times as likely as traditional public schools to consistently outperform their predicted performance in a single year and overtime.

According to the State of the States in Gifted Education, a biennial analysis of state laws and policies to support high - ability and high - potential students conducted by the National Association for Gifted Children and the Council of State Directors of Programs for the Gifted, 28 states lack even a single gifted education performance indicator on their annual report cards or other accountability measure.

Under NCLB - era accountability, too much focus was placed on a single measure (student assessment), casting a spotlight on too narrow a band of students (low - performing students near proficiency) rather than sparking higher performance by all students.

Typically, the screening measure assesses a single skill (e.g. letter identification) that is highly predictive of later reading performance.

Rooted in just a single measure for evaluating teacher performance, today's evaluation system is based on a checklist of subjective, surface level details such as references to clothing, administrative tasks and bulletin boards.

Equitas Academy's 2012 - 2013 API score: 894 The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewiPerformance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewiperformance and improvement over time on statewide testing.

In earlier grades, word identification fluency (WIF) is also a strong predictor of early reading ability, but again, not a perfect one (Fuchs, Fuchs, & Compton, 2004; Schatschneider, 2006) This means that screening instruments that rely on single measures such as ORF or WIF will provide fairly good information about student performance, but alone they can't provide information at levels needed for an effective RTI process (> 90 % sensitivity; > 80 % specificity).

In addition to student test scores not being solely the product of a single teacher, the test itself is not a good way to measure student performance.

When indicators are measured consistently year over year, combining multiple years of data can smooth the effects of outlier performances in a single year.

«Two years in, and student performance on academic outcome measures were bad in every single area — but lawmakers still lifted the cap on how many students can participate, in spite of those negative outcomes.»

Taken together, such measures paint a far more robust portrait of student learning and teacher performance than a single test score.

The research, by Richard Murphy of the London School of Economics, looks at the three most common ways of assessing teachers, and finds that improvements in pupils test scores are the best single measure of long - run teacher performance.

When identification procedures require the use of «cut scores» and / or formulas that combine scores from a variety of measures into a single score (i.e., an IQ score combined with an achievement score and a performance score from a checklist), we violate sound statistical methods and the data are no longer valid (Frasier, 1997).

While I think it's time for other districts and the Colorado Department of Education to learn from Denver's work, we need to have a series of discussions about how to have more school performance data provided to families and how / whether this information is rolled up into a single measure of «school quality.»

Nearly two years later, not a single state's plan to comply with the federal education law — and its broader vision for judging school performance — calls for inclusion of such measures in its school accountability system.»

While there are many important aspects to measuring the performance of a charter school, CCSA believes student academic outcomes should be the single most important measure of a school's success at the time of charter renewal or replication.

Much of this debate is related to the use of a single measure, high stakes testing, as the primary measure of student performance.

They measure performance on a single indicator — state test scores — and determine on the basis of that indicator alone whether a school needs assistance.

And, in a nod to concerns that the NCLB law placed too much emphasis on a single test score in rating schools, the measure calls for states to consider other factors in gauging school performance, such as school climate and teacher engagement.