Sentences with phrase «stakes exam by»

If the state had turned the MEAP into a high - stakes exam by making high - school graduation contingent on passing it, this would have affected only those students at the bottom of the achievement curve.

Not exact matches

«Food safety is a high - stakes situation and by collaborating with Pearson VUE, we'll be able to leverage its technology to deliver better exams.»

Unions and advocacy groups have pushed legislation that would cut down on testing or dilute the state's reform agenda by enacting a three - year moratorium on using scores from Common Core - aligned exams for «high stakes.»

By moving to a «mixed model» of student assessment — including lower - stakes exams, as well as quizzes and other assignments — instructors can decrease well established performance gaps between male and female students in science courses.

Given the concerns raised by the Klein study regarding the validity of the TAAS exams in Texas, I decided to use the same analytical technique as Klein: comparing results on the FCAT with results on low - stakes standardized tests given at around the same time and in the same grade.

However, by the time our students take their high - stakes exams in tenth grade, 50 % of them score advanced in ELA and math.

The report in question, authored by Arizona State University researchers Audrey Amrein and David Berliner, purported to examine student - performance trends on national exams in states where legislators have attached «high stakes» to test scores.

Sixty - six second - year high school students who were preparing during English class to take a high - stakes exam (the PSAT) by practicing the writing section were randomly assigned to one of two conditions: a 30 - minute written «mental contrasting combined with implementation intentions» (MCII) exercise or a control condition.

In 2009, the vast majority of community colleges relied upon high - stakes standardized exams to determine placement (primarily the COMPASS ® and Accuplacer ®, produced by ACT, Inc. and The College Board, respectively).

Some states have made passing the exams a condition for graduation, essentially turning them into exit exams, but others have increased the stakes for students instead by printing the EOC scores on student transcripts or factoring the scores into course grades.

According to a recent report published by Sir John Holman, president of the Royal Society for Chemistry, high - stake exams are preventing schools from carrying out enough practical science activities.

Rethinking Pathways to High School Graduation in New York State: Forging New Ways for Students to Show Their Achievement of Standards In December 2013, the Coalition for Multiple Pathways to a Diploma released this report, prepared by Advocates for Children of New York, examining the difficulties that high stakes standardized exit exams pose for many students and addressing the need for more flexible exam requirements and assessment - based pathways to a diploma.

The notion is that if the gains on the high - stakes exam are not accompanied by gains on other achievement exams, then the gains may not be generalizable.

America's most influential high - stakes exams — the SAT - I and the ACT — serve higher education's need to sort students by aptitude, not the needs of high schools that are trying to reward students who have learned what the school is trying to teach.

Today if you don't recognize Indiana's Superintendent of Public Instruction by name, you're probably familiar with his policies — high stakes reading exams for third graders, merit pay for teachers, A-F grading for schools.

In June, both the NEA and AFT endorsed a two - year moratorium pushed by the Gates Foundation, proposing a delay in high - stakes consequences tied to Common Core exams for students and teachers.

At the briefing, which was co-sponsored by State Assemblywoman Catherine Nolan and Senator John Flanagan, parents and students shared their experiences with New York State's high - stakes exit exams.

Rethinking Pathways to High School Graduation in New York State: Forging New Ways for Students to Show Their Achievement of Standards On December 12, 2013, the Coalition for Multiple Pathways to a Diploma released this report, prepared by Advocates for Children of New York, examining the difficulties that high stakes standardized exit exams pose for many students and addressing the need for more flexible exam requirements and assessment - based pathways to a diploma.

Most articles illustrate the trials and tribulations of practitioners» and scholars» attempts, highlighting a host of reasons for their exclusion: established school cultures that misunderstand the purpose and process of youth - adult leadership practices, relentless focus on achieving student outcomes measured almost singularly by high - stakes literacy and numeracy exams, and budgets and school schedules that defund and devalue youth leadership activity.

While some believe that No Child Left Behind and high - stakes high school exit exams could exacerbate dropout rates, others say NCLB and the tests actually help put a spotlight on high schools by recording and reporting how students are performing.

There has been a movement by well - meaning parents and teachers to not only stem the tide of high - stakes standardized testing, but to try to disconnect the results of these exams from teacher and school evaluations.

By Jesse Hagopian, originally published at The Progressive Magazine As we enter the high - stakes testing season, a great uprising to opt out of these punitive and reductive exams is sweeping the country.

The massive emphasis on new external, standardized exams, often with high stakes attached, has intensified the domination of summative tests over curriculum and instruction — even though the research examined by Black and William supports the conclusion that summative assessments tend to have a negative effect on student learning.

The NAEP is a long - running, low - stakes exam administered by the federal government to a nationally representative sample of students in grades 4, 8, and 12 to gauge educational progress over time.