Sentences with phrase «think about test scores»

Not exact matches

And she found that it's incredibly predictive, that people are pretty honest about their grit levels and that those who say, «Yes, I really stick with tasks,» are much more likely to succeed, even in tasks that involve a lot of what we think of as IQ: She gave the test to students who were in the National Spelling Bee and the kids with the highest grit scores were more likely to persist to the later rounds; she gave it to freshmen at the University of Pennsylvania and grit helped them persist in college; she even gave it to cadets at West Point and it predicted who was going to survive this initiation called «Beast Barracks.»

Asked yesterday about the Success Academy network's extremely high test scores this year, de Blasio replied: «Clearly there is a current within the charter movement that focuses heavily on test prep, and I don't think that's the right way to go.»

The famous «controversy» over racial IQ, I thought I'd been taught, was about what causes the differences in racial test scores, not about whether those differences exist in the first place — and on that topic Watson really hadn't offered an opinion.

19 Ohio State University psychologist Terri Fisher tested the oft - repeated claim that men think about sex every seven seconds (which translates to 8,000 instances daily) by having 283 students carry around a golf - score counter and click each time they thought about sex, food, or sleep.

A percentage score achieved in a properly validated test makes for much clearer thinking about personal characteristics than terms such as «satisfactory», «sufficient», or «high - flyer».

Their thoughts about their daughters» maths ability were much more tied to actual maths achievements, such as test scores.

«Schools and learning need a movement to change not just the way we teach, but also how we think about teaching and learning,» Yamashiro says, noting that education needs to be valued in American society and focused on not only test scores and economic success, but also on the whole child and finding joy in learning.

We don't really care about test scores per se, we care about them because we think they are near - term proxies for later life outcomes that we really do care about — like graduating from high school, going to college, getting a job, earning a good living, staying out of jail, etc...

If parents think that certain teachers, schools, and programs are good because there is a waiting list demanding them, we should be very cautious about declaring that they are mistaken based on an examination of test scores.

«When the standardized tests begin to test thinking, I'll care about the test scores... but it's not what we want to be doing for kids.

Now, this is all within a pretty limited context of thinking about teacher performance in terms of value - added on student test scores, and that could be missing a lot about what makes a teacher great.

Talking about test scores to people who don't think test scores are important is not a winning strategy.

His work has influenced how we think about a range of education policies: test score volatility and the design of school accountability systems, teacher recruitment and retention, financial aid for college, race - conscious college admissions and the economic payoff of a community college education.

-- those kinds of conversations around data can lead to much more productive work than the ones that are focused on «[let's use] data to think about how we're going to improve test scores».

In addition, the law creates flexibility for state and local leaders to think creatively — beyond just test scores and graduation rates — about how to measure school quality.

You'd think the respondents would be more concerned about that, given their very negative take on Washington's efforts to improve teacher evaluation — with 81 % strongly believing that federal policy should not «support teacher evaluation systems that rely significantly on» student test scores.

There are therefore several things to think about as we further explore the AEI study: long term outcomes do indeed matter a lot, especially for poor kids; if large test - score gains don't eventually translate into improved long term outcomes, it is a legitimate cause for concern; and we must stay open to the possibility that some programs could help kids immensely over the long haul, even if they don't immediately improve student achievement.

«My members don't know about the test score part, and I think that will kill them.

«The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right?»

These grants are helping to improve test scores, but better yet, they're getting kids to think bigger about their tomorrow.

Collecting and sharing data on how their community is mastering learning standards (rather than just scoring on tests) changes both kids» and teachers» thinking about the purpose of assessment.

Using multiple measures such as teacher evaluations, classroom observation and student test scores, TNTP rated about half the teachers in their 10th year or beyond as below «effective» in core instructional practices such as developing students» critical thinking.

«ESSA will directly impact our students» outcomes and this policy gives us the opportunity to think critically about what it means to truly have a high - quality education, where we look beyond test scores to data on student growth, wellness, attendance, engagement and access to enrichment activities,» said Clare Foley, a fifth - grade teacher at Richard R. Green Central Park School in Minneapolis.

Teachers in states that mandate the use of high - stakes test scores for teacher evaluations reported: 1) More negative feelings about testing 2) Much lower job satisfaction, and 3) Much higher percentage thought of leaving the profession due to testing.

A report by a Washington think tank about a California virtual charter run by the company found a series of problems, including dramatically lower test scores than traditional public schools, startling high dropout rates, questionable attendance figures and a host of other problems.

It is virtually impossible to think about schools without thinking about grades and test scores.

So I spent a lot of time over the last 20 to 25 years thinking about how to close skill gaps measured by test scores.

The 2015 scores for the National Assessment of Educational Progress (NAEP) are out, and the news isn't good for those who think standardized test scores tell us something significant about student achievement.

Read about the disconnect between how well parents think their children are performing academically in school and how students score on tests nationally as our «Parents 2016: Hearts and Minds of Public School Parents in an Uncertain World,» research findings are highlighted in this Edweek blog.

«I think the biggest thing is, we're now signaling to schools that it's not all about test scores,» Minnich said.

And think about this: If teachers are evaluated on test scores, there has to be standardized test for every class.

That means teachers will be thinking more about work product more than test scores.

This isn't the traditional, Kirkpatrick - style learning data most people think about, like post-workshop evaluations and test scores.

«A lot of people think performance is all about tested skills and so there's been a lot of money put into programs aimed at improving student test scores — but what we find is that improvements in attendance in the middle grades are associated with better high school outcomes than improving test scores,» said Allensworth.

The primary lesson through this logic, and through Mission High itself, is that stories about schools should not begin and end with test scores; it is dangerous and short sight - sighted to think this way.

In fact, I don't think I've EVER seen an article about ANY teacher of the year or teacher of the year candidate that says teacher was nominated because of rise in test scores.

We're hopeful that the educators and administrators in the Burlington district will continue to think creatively and collaboratively about how we can use Seesaw not only to meet the standards and indicators on the teacher evaluation, but to document our students» academic growth and social and emotional development in ways that a test score never could.

But except for when we're running benchmark tests, we never really think about those scores.

Usually when I write a review I'll just add the value for money in the score bar at the bottom and not mention much about it other than in a summary, this games pricing has been set up differently to what we usually see, for example you can buy the full game for about # 30 OR if you're an online multiplayer fanatic and only want to play that part of the game you can buy the Multiplayer version for # 20, now if you've bought the multiplayer and fancy expanding to the full game it will cost you # 15 for the single player being # 5 over the original price, most will think that this is fair, you can get the multiplayer element cheaper and test it out, if you like it you can then grab the campaign, well, this is where it gets dark.