Sentences with phrase «upon student assessment»

Of additional concern to me is the relationship between children and their teacher as we move into an era where teacher job status is based upon student assessment scores.

Not exact matches

The questions in this paper are based upon the style and wording of those found in the sample assessment materials provided by the exam board so as to help prepare students as much as possible for their exam.

There would be clear and explicit assessment expectations for students based upon student data.

Why should teachers adopt new technology when the high stakes assessments their students sit really don't build upon or fit that learning experience?»

Identification depends upon have good, authentic assessments, and a real sense of the student as a learner and as a demonstrator of learning potential

The instructional intervention of asking students who received peer assessment to reflect upon feedback after peer assessment did not increase learning.

Regardless, teachers can aim beyond the standardized test as just a summative assessment, and instead use it as a tool to reflect upon instruction and meet the needs of individual students.

The entire Common Core edifice — and the assessments, cut scores, and accountability arrangements built atop it — presupposes that «college - ready» has the same definition that it has long enjoyed: students prepared to succeed, upon arrival at the ivied gates, in credit - bearing college courses that they go right into without needing first to subject themselves to «remediation» (now sometimes euphemized as «developmental education»).

Focused and accountable teaching requires on - going assessment of the core aim of schooling: whether students can wisely use and reflect upon, not just recall, knowledge in simulations of complex adult intellectual tasks.

As the earlier grades provide the foundation for learning that is built upon for the rest of education (and life), changes in assessment earlier would have the most profound effects on students» lives.

Students are selected for core support (our name for intervention) based upon classroom assessment, standardized testing information, and student desire.

From our assessment and discussion, we came up with goals for what we wanted students to get from enrichment classes and how we wanted to expand upon sixth period.

The commissioner may also place under preliminary registration review any school that has conditions that threaten the health, safety and / or educational welfare of students or has been the subject of persistent complaints to the department by parents or persons in parental relation to the student, and has been identified by the commissioner as a poor learning environment based upon a combination of factors affecting student learning, including but not limited to: high rates of student absenteeism, high levels of school violence, excessive rates of student suspensions, violation of applicable building health and safety standards, high rates of teacher and administrator turnover, excessive rates of referral of students to or participation in special education or excessive rates of participation of students with disabilities in the alternate assessment, excessive transfers of students to alternative high school and high school equivalency programs and excessive use of uncertified teachers or teachers in subject areas other than those for which they possess certification.

If such petition is based upon results of the «all student» group on the English language arts and mathematics assessments or graduation rate, such petition shall be submitted pursuant to a date prescribed by the commissioner but no later than December 31st of the calendar year in which such assessments were administered, except that the commissioner may for good cause accept a petition submitted after such date.

Following the passage of the Every Student Succeeds Act (ESSA), the PED launched NMRISING, a statewide initiative to inform the development of New Mexico's state plan7 and build upon the momentum of recent student success.8 The plan reinforces the PED's commitment to robust CCR standards and assessments, meaningful school accountability, a commitment to ensure that all students are served by excellent educators, and dynamic strategies for turning around the state's struggling sStudent Succeeds Act (ESSA), the PED launched NMRISING, a statewide initiative to inform the development of New Mexico's state plan7 and build upon the momentum of recent student success.8 The plan reinforces the PED's commitment to robust CCR standards and assessments, meaningful school accountability, a commitment to ensure that all students are served by excellent educators, and dynamic strategies for turning around the state's struggling sstudent success.8 The plan reinforces the PED's commitment to robust CCR standards and assessments, meaningful school accountability, a commitment to ensure that all students are served by excellent educators, and dynamic strategies for turning around the state's struggling schools.

This detailed and high quality unit includes: * 18 lesson plans (with 13 differentiation strategies) * 95 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (9 sheets) * Homework project (7 tasks) that includes both reading and writing skills * A copy of the key scene, with original version on the left and space for students to «translate» into modern English on the right * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 3 - 6, with GCSE 1 - 9 conversion) Unit's lessons include: * Quiz on the life and times of Shakespeare * Group «collective memory» activity on the Globe Theatre * Activities focused upon «translating» Shakespearean language * Storyboarding the play * Reading and translating Act 3 Scene 1 * Analysing characters in the key scene * Structing an essay response * Designing costumes for Puck and Titania * Designing a set for the key scene * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * Crosswords * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

The district actively seeks and expands upon state direction for curriculum, standards, and assessment planning to establish a baseline for professional practice and student achievement.

In one instance, both teachers used videos for assessment but made different decisions about how to do so based upon the unique characteristics of their students.

Online tools allow teachers to select a variety of assessment features, including whether tests provide students with explanations of results upon completion, include Spanish translations, order questions randomly, and / or have three rather than four answer choices.

This reflection time is critical in ensuring that every staff member is able to make informed decisions based upon student performance on common, district, and state assessments.

Rigorous, integrated reading, writing, speaking, and listening instruction meets the needs of districts implementing a reading collaborative, balanced approach, or workshop model, and enables all students to master rigorous learning goals with strong resources for differentiated instruction and responsive teaching based upon ongoing assessments.

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

Upon identifying goals, coaches discussed and collaborated with teachers about implementing differentiated instruction, beginning with the use of pre-assessments and formative assessments to determine students» readiness level, interests, and learning preferences.

If some districts or classrooms administer only the summative assessments while others avail themselves of all the resources in the SBAC toolkit, won't some students have a testing advantage based solely upon local policy decisions, the CORE group excluded?

Used for virtually every teacher, SGOs are mutually agreed - upon goals for teachers in measuring how their students are doing, whether it's through classroom assessments or things like attendance or discipline.

I like to use the first formative assessment as my pre-assessment; «what do the students know now that I can build upon to get to that final goal?»

Beginning with the 2014 - 2015 school year and each school year thereafter, student learning growth based upon performance on statewide assessments under s. 1008.22 must have significantly improved compared to student learning growth in the district in 2011 - 2012 and significantly improved compared to other school districts.

I believe this work burden isn't so much because it's too much, but more from all the other assessment and instruction burdens we place upon teachers that hinder them from doing what's best for students.

AMP allows educators and administrators to coordinate assessments and curriculum in order to track results across an entire school district and to evaluate students» progress toward agreed - upon learning goals.

It typically takes a student 10 - 15 minutes to complete an assessment and reports are available immediately upon completion.

As Betsy Pon, a student and Kindergarten Teacher in the program clearly states, «Assessment literacy ensures meaningful and timely feedback to the learner so that the leaner knows where their ability / knowledge skill lay in progression to the standards, has capability to act upon the feedback, and can make decisions regarding self - assessments.»

The student growth piece will be dependent upon on - track grade - level measures, graduation, attendance and drop - out rates, as well as some assessments.

Title III — based upon information gathered during the comprehensive needs assessment process of Title I, funding is to supply student supports that are vital to educational improvement but absent from the community identified as in need, including library resources.

Based upon the results of the objective assessments, students who show readiness for Davidson Academy Online High School curriculum will be invited to complete the writing and discussion component of the assessment process.

Upon achieving mastery of a skill, students are accelerated to assessment and review opportunities.

The fundamental forms of science assessment that result in learning addressed by the assessment component include the following student outcomes: (a) identifying, constructing, or distinguishing between of examples illustrating the presence or absence of a concept in everyday scenarios, (b) predicting or describing how to produce a specific outcome in everyday scenarios, based upon knowledge of concept relationship (s), and (c) explaining plausible reasons for an occurrence based upon prior knowledge of relevant concept relationships (i.e., abductive reasoning).

Hence, teachers should be allowed and encouraged to use their expertise and judgment and to base their assessments upon teacher made tests that are diagnostic and individualized to help determine student strengths and weaknesses.

-LSB-[quote]-RSB- The edTPA has proven detrimental to our students» growth and professional development -LSB-[/ quote]-RSB- edTPA was developed based upon the insights gained from previous performance - based assessments of teaching such as the National Board for Professional Teaching Standards, the California Teacher Performance Assessment, and the Performance Assessment for California Teachers.

It typically takes a student 10 — 15 minutes to complete an assessment, and reports are available immediately upon completion.

Teaching & Learning Our curriculum, instructional methods, and assessment tools are built upon Maine's system of standards for student learning.

Schools may earn up to 7 additional points via Extra Credit for Advanced Achievement based upon advanced performance on state and industry assessments, as well as for students earning a 3 or higher on an Advanced Placement exam or 4 or higher on an International Baccalaureate exam.

They said that for those students whose behavior raises to the level of physical concern, the student's support team should develop a positive behavior intervention plan based upon the results of a comprehensive, data - driven functional behavioral assessment.

«The Board Examination Consortium announced today by the National Center on Education and the Economy represents a bold, imaginative effort to design and implement a large - scale assessment system that will promote student achievement by building upon world - class standards of teaching, learning, and educational measurement.

Timely and specific feedback based upon formative assessments of student performance on grade level expectations is given to establish individualized goals for all students and to modify instruction to meet the learning needs of all students.

Our content - and research - based approach to formative assessment is based upon the seminal finding from How People Learn (Bransford et al., 1999 p. 14) that «if students» initial understanding is not engaged, they may fail to grasp new concepts and information presented in the classroom, or they may learn them for the purposes of a test but revert to their preconceptions.»

Second, even those supporters who are open to external forms of accountability, or at least reporting outside the boundaries of the classroom or school, often claim that standardized tests, state assessments, and other external measures of student accomplishment do not provide sensitive indicators of the goals of curricula based upon whole language principles.

He writes, «I structure assessment activities that allow students to assess each others» performances, reflect upon how they've made judgments and why, and revise those performances and judgments» (Inoue, n.d.).

Do Nows, given to students immediately upon the start of a class, are daily formative assessments that are in electronic or paper format.

The analysis of the feedback received from a formative assessment can lead to more focused and targeted instruction based upon the needs of the students.

As a Standards - driven district, class instruction focuses upon preparing students to achieve proficiency on Standards - based assessments.