Sentences with phrase «stakes assessments such»

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the NC READY.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SC READY, EOCEP and ACT - W.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SBAC and MT - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SBAC and CCR - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the WY - TOPP and WY - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the RICAS ELA, RI - PSAT, RI - SAT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the LEAP and EOC.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the AR - ACTA and AR - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SAGE.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the PSSA and Keystone.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the PARCC.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the CC - ELA and Regents.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the IAA.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the PARCC and IL - SAT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the M - STEP.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SBAC and NH - SAT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SBAC.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the K - PREP, KY - ACT, and KYOTE.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the SOL.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the NeSA - ELA and NE - ACT.

At the same time, summative and formative assessments continually measure student outcomes and help them practice for high - stakes assessments such as the OST and EOC.

Not exact matches

Assessment is, of course, a vital part of education, but the stakes attached to these tests are way out of balance when such a limited and imperfect measure of achievement counts for more than all the assessments of all the students» teachers,» says Orfield.

Upgrading assessments to make them more suitable for use in high - stakes decisions, such as by lessening the focus on multiple - choice questions, likely entails increased costs (especially for scoring).

As policymakers continue to pursue measures that tie crucial decisions about students to tough new assessments, the National Research Council is sounding a warning about the use of such high - stakes testing.

«Educators are being held at such a high - stakes level with testing, MCAS [state standards - based assessment], and growth models.

On the left, some of the opposition to Common Core and its assessments is related to broader resistance to high - stakes testing, the linking of student scores to teacher evaluations, and other reform measures such as school choice, which some see as «corporate school reform.»

The assessments can be used as diagnostic tools the true purpose of such tools but not for high stakes or accountability.

Perhaps the greatest contribution of MI theory, I would argue, has been its role over the past decade as a counterbalance to an educational climate increasingly focused on high - stakes testing, such as the IQ test, the SAT, and the various state assessments that have emerged from the No Child Left Behind Act.

Here is the description of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for multiple measures of authentic assessments, such as a portfolio, non-high stakes standardized tests (Iowa Test of Basic Standards (ITBS) or the Stanford Achievement Test (SAT10)-RRB-, which are used to inform teachers» instruction of their students and which do not result in punitive consequences for students, teachers and schools.

This high - stakes test raised some questions from the group about the use of a single assessment to make such determinations as graduation, but Stickel responded that students are allowed six chances to pass the test, beginning in sophomore year and ending the year after they finish grade 12.

This is a problem encountered when such assessments are used on a large scale for high stakes.

We're concerned about the consequences of running such a high stakes assessment with young children, and when Dr Bradbury and Dr Roberts - Holmes presented their initial findings, we were shocked.

To facilitate such examination, this brief reviews credible research exploring: the feasibility of combining formative assessment (a basis for professional growth) and summative assessment (a basis for high - stakes decisions like dismissal); the various tools that might be used to gather evidence of teacher effectiveness; and the various stakeholders who might play a role in a teacher assessment system.

Further, student achievement in the 18 high - stakes testing states has not improved on a range of measures, such as the National Assessment of Educational Progress, despite higher scores on the states» own assessment.»

If results from the new K - 12 assessment systems are to be used for comparable high - stakes decisions regarding individuals, such as the awarding of high school diplomas, similarly high thresholds for psychometric quality must be met (p. 17).

These can be a great tool for sparking conversations about ways teachers and students can improve their classroom culture and instructional supports — although we do not recommend that such assessments be used for high - stakes accountability.