Sentences with phrase «system of assessment rather»

Needless to say, they include a vastly more rigorous curriculum, higher expectations for all students, a knowledge - based rather than a methods - based emphasis in teacher education, and a more thoughtful system of assessment rather than the relatively mindless fill - in - the - blank approach of so many conventional standardized tests.

Not exact matches

Xhaka is just another CM like Ramsey.They both can't defend but I'll rather take Ramsey because to me Xhaka's worse.Ozil is not a RW but looks so in our new formation.Put everyone in their places so you can have a better assessment and judgement of how they're playing.You just don't put players anywhere to suit the system.

The article implied that many of this latter group were dropping their claim rather than having to go through a face - to - face assessment, with the implication that they were never really ill in the first place and had been playing the system.

But Hempstead Supervisor Anthony Santino, a Republican, said Nassau «should fix its broken assessment system rather than trying to shift their problem, as well as the associated costs, onto other levels of government.»

He helped 17 school districts implement the state's new assessment system — one of the first in the nation to measure students against a standard rather than a national norm.

Because Cisco Systems sees assessment as primarily learning - based rather than evaluative, it seeks to deliver better data — particularly through the scoring of complex tasks through its simulation program — that can be used quickly.

The bulk of the article was dedicated to integrated learning systems (ILS), in which the student sits at the computer and receives instruction through the technology rather than from a teacher and also may complete exercises and assessments.

All constituencies must work together to construct a fair and effective system of assessment that supports teaching and learning rather than disrupting it.

I am so frustrated by the current system based primarily upon assessment of tests and examinations - «learning to forget» - and classes structured around age groups rather than ability level.

Russell Hobby, general secretary of NAHT, is calling for a «better system of assessment - one that works for parents, pupils and teachers, rather than one that just ticks boxes for bureaucrats and politicians».

Although we can take steps as individual educators to avoid learned helplessness, we need to reexamine the systems of schooling, from curriculum to assessment and instruction, to allow for empowerment rather than always getting the right answer.

November 3, 2015 — Richard Freeland, former state commissioner of higher education from 2008 to 2015 and president of Northeastern University 1996 - 2006, and John Davis, chairman and CEO of the American Saw and Manufacturing Company, cite high remediation rates, and an increasingly globalized business environment in support of assessments aligned to higher standards, rather than a measurement system designed nearly 20 years ago.

In assessment, some schools have replaced levels with systems which contain all of the problems of levels (vague labels which encouraged teachers to get students over thresholds rather than focus on what they can and can not do) without any of the benefits (at least levels were broadly understood).

Strategically chose to not participate in either of the federally funded Race to the Top Common Core Assessment Consortia but rather followed the recommendation of the Alabama Assessment and Accountability Taskforce to adopt the ACT and its related assessments for Alabama as it creates an aligned assessment system for K - 12, our two - and four - year colleges, and business and industry.

But this is an issue related to systems rather than the question of assessment being fit for purpose.

Neil Carmichael, the committee's chair, says many of the negative effects of assessment in primary schools are caused by the «use of results in the accountability system rather than the assessment system itself».

How can we design and implement systems of ongoing formative assessment that support student learning, rather than simply evaluating students?

Now is the time to call for a better system of assessment — one that works for parents, pupils and teachers, rather than one that just ticks boxes for bureaucrats and politicians.»

«Multimetric accountability systems should use formative assessments, evidence of student learning, and progress toward personal growth objectives to measure student and teacher success rather than rely on standardized test scores as the primary reference point.»

Stark County School Superintendent Jerry Klooster, a member of the task force that helped develop Vision 20/20 in 2012, said the goals of the group include developing a balanced state assessment system; making it easier for teachers from out - of - state to get a license to teach in Illinois; recognize that not all districts are the same, have varied resources and expectations, and differentiated accountability; and adequate funding of education based on local factors rather than «one size fits all.»

New Hampshire has a statewide competency - based education and assessment system, requiring all students to complete competency - based pathways to graduate and demonstrate their mastery of knowledge and skills, rather than just accumulate credits based on seat time.

The State Board of Education voted to move forward with a new A-F grading system that will factor in student growth on the state's assessment rather than just the number of students who pass the test.

After a decade of germination and growth, the basic ideas of cradle - to - cradle design — the development of circular rather than linear material flows, a reliance on renewable energy, the scientific assessment of the environmental health and safety of product ingredients, and design based on the effectiveness of natural systems — are now being embraced by a critical mass of the business community.

«The Earth's climate system is highly nonlinear: inputs and outputs are not proportional, change is often episodic and abrupt, rather than slow and gradual,... It is imperative that the Earth's climate system research community embraces this nonlinear paradigm if we are to move forward in the assessment of the human influence on climate..»

«The Earth's climate system is highly nonlinear: inputs and outputs are not proportional, change is often episodic and abrupt, rather than slow and gradual, and multiple equilibria are the norm... there is a relatively poor understanding of the different types of nonlinearities, how they manifest under various conditions, and whether they reflect a climate system driven by astronomical forcings, by internal feedbacks, or by a combination of both... [We] suggest a robust alternative to prediction that is based on using integrated assessments within the framework of vulnerability studies... It is imperative that the Earth's climate system research community embraces this nonlinear paradigm if we are to move forward in the assessment of the human influence on climate.»