Sentences with phrase «standardized measure of quality»

Watson Relocation Services has been recognized by RELO ®'s Quality Certification Program, the first standardized measure of quality and performance in the relocation industry.

Not exact matches

The INQR aims to bring new science to traits of quality, standardize the measure of each trait and to identify new traits of physical, sensory and nutritional quality.

How Children Succeed introduced readers to an exciting new body of research showing that the traditional way we measure children's abilities — through standardized tests of their cognitive skills — was missing a crucial dimension: the importance of so - called non-cognitive skills or character strengths, qualities like grit, curiosity, conscientiousness, self - control, and optimism.

«Standardized tests must be worth taking, high quality, time - limited, fair, fully transparent to students and parents, just one of multiple measures, and tied to improving learning.»

His sleep quality improved by 87 percent, measured by a standardized test, and although the sleep quality had dropped at a 12 - week follow - up, it remained in the «good quality of sleep» range, according to the study.

Through the adoption of standardized procedures and pipelines, and the usage of quality control measures and cross-validation, our shared goal is to produce high - quality data that will not only function as a scientific reference catalog, but will also enable comprehensive meta - analyses that could uncover otherwise hidden disease relationships and functional interactions.

Quiz Ref IDLiterature has shown that female physicians may be more likely to adhere to clinical guidelines,1 - 3 provide preventive care more often,4 - 11 use more patient - centered communication,12 - 15 perform as well or better on standardized examinations, 16 and provide more psychosocial counseling to their patients than do their male peers.14 Although studies suggest differences in practice patterns and process measures of quality between male and female physicians, these studies have not examined patient outcomes, what we arguably care about the most.

«College and Career Ready» indicators: Many states already include AP, IB, ACT, and SAT achievement in their high school rating systems, and we heartily endorse all of these of these measures, especially those tied to achievement on AP / IB tests, which are precisely the sort of high - quality assessments that critics of dumbed - down standardized tests have long called for.

And if the underlying measure of student achievement in these studies was standardized tests, as was surely the case in many of them, why are such tests acceptable as measures of teacher quality in studies that are meta - analyzed and used indirectly, but unacceptable when they are used directly to assess teacher quality in a structured research design?

I don't think that the existence of cheating «gives tacit support to arguments that standardized testing should not be used in evaluating teachers or for systemic reform,» it seems to demonstrate the problems that occur when reformers use low quality, and poorly administered, standardized tests as the primary measure of teacher quality.

When it comes to measuring the quality of a school, policy leaders tend to embrace standardized tests as the go - to indicator, whereas parents and community members tend to rely on reputation, word - of - mouth, and what they perceive with their own eyes.

There are numerous measures used to determine the quality of the education that a child is receiving, including standardized test scores, graduation rates, or accountability ratings.

As educators, we realize that the quality of a child's education can not be measured solely by scores on standardized reading and math tests, which by their nature do not assess students» conceptual thinking, their ability to do research and to evaluate and defend ideas, their skill at written and oral expression, or their success in collaborative or teamwork settings.

Getz, who was one of 50 principals who signed a letter to New York Education Commission John King citing concerns about the quality of the spring 2013 assessments, hopes policymakers will acknowledge that standardized test scores are imperfect measures of what students are supposed to learn under the new standards.

We need to leave behind standardized testing as the sole measure to determine whether students and schools are succeeding or failing, and adopt new models that include rich, curriculum - embedded performance assessments and multiple measures of assessing school quality.

And yet, measures of school quality — largely based on student standardized test scores — have long remained disappointingly narrow, unable to capture the full complexity of school quality.

Although not the sole measure, standardized test scores make up the bulk of school quality assessments.

The true measure of student proficiency, educator effectiveness, and school quality must be based on more than just students» test scores on a few state standardized tests.

Standardized test results have been the defining measure of student achievement and school quality under the No Child Left Behind Act.

The report is certain to add fuel to the fire in the ongoing debate in California and elsewhere over how to measure teacher quality and the effort or resistance of some government bodies to tie teacher evaluations to standardized test scores.

Jeb Bush's claim is that the education reform package that he pushed through in Florida has dramatically improved the quality of education in his state, as measured by standardized test scores.

«Education reformers claim that standardized test scores are an objective measure of student performance, and school and teacher quality; thus it is reasonable to attach severe consequences to them.

The accountability system also provides a public record of how each public school is performing — graduation rates, standardized test scores, teacher quality and school safety are all measured and reported each year.

In the U.S., the results of standardized tests are the main measure of school success, but critics say the tests don't capture more nuanced aspects of school quality.

The proposed plan instead doubles down on the use of state standardized test results by proposing use of student performance on STAAR Math and Reading as the measure of school quality or student success for elementary and middle schools.

Several assessments of student learning and teacher efficacy will be employed, including (a) standardized measures of reading comprehension and vocabulary and (b) researcher - developed measures of content knowledge, reading strategy use, and instructional quality.

The descriptions of classroom quality available in standardized classroom observation systems provide a standard way of measuring and noting teachers» strengths and weaknesses and evaluating whether policy initiatives or professional development activities are actually helping improve classroom interactions.

The key priority for ASCD and its members in 2014 is to promote multimetric accountability so that standardized test scores are not the sole measure of student achievement, educator effectiveness, or school quality.

It's a paradox: As U.S. students» scores on standardized (used as the primary measure of student learning and school quality) have risen, their scores on assessments accepted as measures of deeper learning and critical thinking (like the Programme for International Student Assessment) have plateaued or gone down.

At present, there are no standardized measures for assessing pre - kindergarten / early elementary classrooms» contributions to child outcome that could be appropriately used in a system of accountability or professional development focused on classroom quality.

Clearly, Brooks argues, scores on state - level standardized tests aren't an accurate measure of student learning — and shouldn't be relied on as a way to measure school quality.

WHEREAS, the San Diego Unified Vision 2020, long - term strategic plan, Quality Schools in Every Neighborhood, supports and provides for quality teaching, access to broad and challenging curriculum for all students, closing the achievement gap with high expectations for all, and is committed to using multiple formative measures of success that go beyond standardized achievement tesQuality Schools in Every Neighborhood, supports and provides for quality teaching, access to broad and challenging curriculum for all students, closing the achievement gap with high expectations for all, and is committed to using multiple formative measures of success that go beyond standardized achievement tesquality teaching, access to broad and challenging curriculum for all students, closing the achievement gap with high expectations for all, and is committed to using multiple formative measures of success that go beyond standardized achievement tests; and

Educational outcomes are shaped by many factors, but research shows that teacher quality is the most important in - school factor influencing student achievement.59 Of course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passagOf course, other out - of - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passagof - school factors, which are often caused by poverty, can also influence student outcomes.60 Because teacher quality has been shown to have a measurable impact on standardized test scores, some academics have started trying to directly measure the impact of Act 10 on student outcomes by examining how students fared on standardized tests after its passagof Act 10 on student outcomes by examining how students fared on standardized tests after its passage.

Standardized tests are being used to measure things they can not measure, like school quality and teacher effectiveness, with deleterious results; such as massive school closures, which destabilize children and communities, and the current troubling shortage of students willing to enter the teaching profession.

Lessons that will improve the quality of life, but will never be measured by a standardized test.

«We've been so focused on English / language arts and mathematics as measured by state standardized tests as the only indicator of quality and the only thing that matters,» Starr says.

This includes the American Federation of Teachers, with the help of another group of so - called social justice players to lobby against the accountability and standardized testing measures that have helped more children gain high - quality education.

However, with continued concerns over the unintended (and sometimes detrimental) consequences of expanding standardized testing, policies have reemphasized the importance of more traditional, widely applicable approaches to measuring teacher quality — specifically, the quality of teachers» instruction, assessed through classroom observation.

The International Partnership for dogs (IPFD), an independent, multi-stakeholder organization, has been recognized as the appropriate body to create and oversee an online resource to: catalog information from commercial test providers (CTPs) on measures of quality, host expert reviews of genetic tests; coordinate a program for standardizing testing; assemble resources for genetic counselling and education; and provide the foundation for future developments.

The world's largest firms — the 10,000 - lawyer behemoths on the distant horizon — are going to be those that specialize in commodity - type work, the kind of things that can be automated, templated, algorithmed and standardized — the kind of work for which ISO 2001 ratings will be meaningful measures of quality assurance.

ING US Financial Services (Atlanta, GA) 5/2006 — 2/2009 Six Sigma Black Belt • Responsible for identifying, defining, and implementing continuous improvement (Six Sigma) projects • Communicated quality management tools and methodologies to project teams • Established and directed process improvement group reporting process • Cut annual process budget by 20 % by reducing testing / production errors through process standardization • Saved $ 350K of annual business contract production costs through vendor consolidation and elimination of manual product assembly • Identified $ 2 million in potential annual savings by developing a check processing distribution strategy • Reduced annual expenses by $ 1.7 million through cost avoidance by optimal vendor selection processes • Minimized business risk and legal mitigations by tracking / confirming contract delivery to clients and standardizing marketing forms practices and control measures • Mentored Green Belts and team members on their roles and responsibilities

4) Quality of life defined as subjective evaluations of both positive and negative aspects of life covered physical functioning, occupational role, interpersonal relationships and psychological functioning, measured by validated standardized including General Quality of Life Inventory -74 - GQOLI - 74 which measured physical functioning, psychological functioning, social functioning, and standard of living; Well - Being scale - WBS, measure positive aspects of psychological functioning.

First, children's sustained attention and impulsivity at age 4.5 years partially mediated the relation between parenting quality (as measured by a composite index of physical and social resources in the home, observer ratings of parental sensitivity and cognitive stimulation) at 4.5 years and children's academic achievement (as measured by performance on standardized reading and mathematics tests) at age 6 (NICHD Early Child Care Research Network, 2003).