Sentences with phrase «teaching to the test because»

«That frustrates parents, and teachers feel they have to teach to the test because their jobs are on the line,» he said.

Obama's — and the Education Department's — claim that NCLB will diminish teaching to the test because it will allow states to develop their own school accountability systems that measure students» growth, instead of the raw proficiency scores.

Not exact matches

To me such a God exists because of the purpose I believe for us being her on this earth to live is to test us in following the teachings and that mastering those teachings brings about a state of happinessand greator personal developmenTo me such a God exists because of the purpose I believe for us being her on this earth to live is to test us in following the teachings and that mastering those teachings brings about a state of happinessand greator personal developmento live is to test us in following the teachings and that mastering those teachings brings about a state of happinessand greator personal developmento test us in following the teachings and that mastering those teachings brings about a state of happinessand greator personal development.

But it ruled that the school board nonetheless passed muster under the secular purpose test of Lemon because the school board stated two other valid secular purposes for its policy: «disclaiming any orthodoxy of belief that could be inferred from the exclusive place of evolution in the curriculum, and reducing offense to any student or parent caused by the teaching of evolution.»

I used to teach high school biology, but now I'm a private science tutor because I hated how much the administration focused on test scores and test - taking skills over fostering love of science and learning.

My mother taught me to test the bath water with my elbow because you get a true sense of the temp.

We need to bring common sense to Common Core because New York is wasting too much time and money stressing children out to prepare for these tests which are of questionable educational value instead of focusing on supporting teachers so they can do their job and teach children what's really important,» said Assemblyman Jim Tedisco, a former public school special education teacher and guidance counselor.

While the state Department of Education has claimed implementation of common core aims to better prepare students for college and careers, many parents and educators have criticized the move because they believe teachers are being forced to abandon true learning for «teaching to the test.»

Then the tests are moved to an earlier date in April (even less time to teach) because this private company who we're paying big bucks to can't get the job done in time to evaluate the teachers and have the student information so we can properly place them.

Carl Korn, a spokesman for New York State United Teachers, said the union had been against what he called the state's «test - and - punish philosophy» because «it's the wrong way to evaluate teachers and it's harmful to our students and the joy of teaching and learning.»

Indeed, parrots, dolphins, and killer whales could be the next ones to be tested, because other researchers have already taught these species to «do as I do.»

There are blood tests you can take, but I prefer this method because it teaches you to listen to the feedback your body is giving you about foods you are eating.

I actually changed into other leggings for Barry's because I haven't done the sweat test on the BBBs I taught in (I had to go grocery shopping after my workout and didn't want to risk a massive sweaty butt mark haha).

Because Paedae taught advanced math to eleventh and twelfth graders, while the Florida FCAT only tested students through grade eight, 50 percent of her evaluation was based «on the school - wide performance of students taking the tenth - grade FCAT reading test — a test in a different subject administered... to different students in an earlier grade» (p. 3).

Of course, test preparation can range from teaching the content likely to be tested all the way to teaching explicit test - taking strategies (e.g., write longer essays because those get you more points).

A teacher could fake it here for 35 years, because even when the teaching is inadequate the kids will find a way to do well on their tests.»

«I just did a Google search for the phrase «teaching to the test» because I've been getting lots of e-mails from readers asking me to comment on the practice Since I love finding out more about what gets folks riled up, I decided to throw myself into the maelstrom.»

Teaching points that are covered in the topic are listed below: Understand that it is important to be able to grow plants well because they provide food and other items for us To know that all food chains begin with a green plant To understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito be able to grow plants well because they provide food and other items for us To know that all food chains begin with a green plant To understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito grow plants well because they provide food and other items for us To know that all food chains begin with a green plant To understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that all food chains begin with a green plant To understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo ask questions about the growth of plants To plan a fair test To write a clear conclusiTo plan a fair test To write a clear conclusiTo write a clear conclusion

But in a subsequent meeting, the staff actually took portions of the MCAS and came to these conclusions: Although the test is hard, it really does measure the kinds of skills and knowledge students need to be successful in the 21st century; because the MCAS is a curriculum - referenced test whose items are released every year, it is possible to align the curriculum and study for the test; and finally, our students have a long way to go, but most can reach proficiency if the whole school teaches effectively over time.

Also, because Civilization III teaches the underlying principles behind history, rather than names and dates, it didn't do much to help teachers prepare students for testing.

Often, this route leads to teaching «past the test», as you are actively thinking about what each individual needs, as opposed to the national average (because the «average» doesn't really exist anyway).

«And so I would very much like the academy or somebody — because somebody's got to do this — to take advantage of the fact that we have all these states doing different experiments and take, for example, three or four states with very different assessments for science, Maryland would be one, and then actually do some research on what's the effect of teaching and learning of these different kinds of tests.»

Sometimes called «exam schools,» because test scores are typically part of their selection process and a handful of them rely solely on such scores, they tailor their curricula and teaching to high - performing, high - potential kids who want a high school experience that emphasizes college - prep, or college - level, academics.

It is true that all the tests we are doing in schools are derived from a demonstration and prior training, because we have visited schools to teach them how the tool is used and what are the advantages, but we should be doing so in a stronger way, because the teachers when you give these trainings, are enchanted and they begin to use it in a much more organized way that without such training».

«We've gotten to the point where, in many cases, science isn't even being taught, especially in the elementaryschool and middle school levels, because ofthe pressure to increase performance on subjects thatare tested,» says Shirley Malcolm, director of educationand human resources at the American Associationfor the Advancement of Science.

When conversations plummeted into a tirade against testing or veered into rants that «our students can't learn, because they don't come to school / don't speak English / have special needs,» and so on, I redirected them back to the basics: What are you teaching?

The problem of minority overrepresentation in special education is particularly troubling, according to the researchers, because of the growing use of high stakes tests that burden poorly taught children with diploma denial and grade level retention.

Educators are concerned because so much is still unclear about the implementation of the tests, and whether the resources being created to align with the new standards will truly teach what students are meant to learn.

Our institutions are listed among the nation's best by any measure — national rankings, Advanced Placement and PISA / OECD testing, the National Merit Scholarship Program, or college admissions and merit aid, among many others — because we treat the classroom as sacrosanct, and teach students to love learning.

It takes us back to the starting point of trying to define the outcome we want, but just because the MET study did not validate observation scores should not mean that teaching and test scores now are equivalent.»

teach to the test, coach, prep, etc...), in many cases test scores can vary simply because of the placement of students.

Because using test scores as a way to gauge teacher effectiveness is new and largely untested, it is important that Oregon proceed in a thoughtful, measured way that continues to put most emphasis on how well teachers use research - proven methods of engaging and teaching all students, he said.

Several studies have shown that reforms have failed because we have ignored the nonacademic needs of children, because we have ignored school culture, because we have not evaluated reforms and insisted upon accountability, and because we have been too quick to pursue fads and gimmicks (small schools, technology, testing) while ignoring more substantive issues that support teaching and learning.

«I tell people that you should take the tests the first time to see what you're in for, because you're not going to pass them,» said Lisa Rath, who teaches environmental science and biology at Birmingham High School in Los Angeles.

However, we have not actively sought to measure how well schools teach these formative skills, largely because we link student and school accountability to how students perform on English and Math tests.

Many public schools are stuck in this «teach the test» model because of the mandate to raise test scores.

Administrators and teachers were concerned, for example, because they did not know when the state «s high school proficiency test would begin testing for content taught in Algebra II, and what would happen to students who did n`t pass the test.

Arbogast, who taught elementary - school students, including special education, beginning in 1982 in SKSD before taking her current position, believes that using test - score data to evaluate teachers is flawed because each inherits a different set of circumstances.

In a May 30 letter to parents, state Education Commissioner Brenda Cassellius wrote that because Minnesota schools began using more rigorous standards to teach English arts last fall, schools also gave students more challenging tests to measure their progress towards meeting higher expectations.

Last year, she called for a moratorium on the testing tied to the new standards because state education officials and governors want to use test results to evaluate teachers, even though teaching materials and the new tests are still being developed.

As a middle school science and math teacher of 24 years, I had to chuckle that the test scores were lower because «teachers have been teaching to the new test.»

Just because kids are poor, doesn't mean they aren't smart and these brightest children are bored out of their minds by the non-stop test prep that serves «data - driven instruction» but fails to actually teach smart kids anything.

So all of those schools decided to shift when they were teaching algebra because otherwise their students would be tested on material that they hadn't seen in over a year.

Many of these students can not be exited from the ELA program because, in spite of scoring the maximum score in the ACCESS test, they do not have the rest of the body of evidence (grades, state test scores) DPS requires to get them exited due to lack of work ethic, motivation or teachers who know how to teach this type of long term ELs.

Because of the strict quantitative assessment methods, teachers may feel pressured to «teach to the test» and structure their curriculum exclusively around state - mandated content rather than purposeful learning outcomes.

Many head teachers say that the tests damage children's education because they encourage teachers to «teach to the test», so that other subjects are squeezed out of the curriculum.

Teaching unions are opposed to the Sats tests and some boycotted them three years ago, saying that they forced teachers to «teach to the test», marking was unreliable and the results were too «high - stakes» because of the league tables.

The National Association of Head Teachers (NAHT) and the National Union of Teachers (NUT) oppose Sats because they say teachers are obliged to «teach to the test».

Because when their students are taking this test, if they're not teaching the state curriculum, they're going to be at a disadvantage.

Yet, because changes in assessment affect our entire education system and infrastructure, from state agencies to test makers to federal officials to classroom teachers, we won't see the real benefits from technology - enabled assessments — improved teaching and learning — without careful attention from policymakers and deliberate strategies to create change.