Sentences with phrase «used observational assessment»

For years, early childhood teachers have used observational assessment of students» activities, including play, to generate unique insights into children's development over time, evaluate progress, and plan individualized, intentional learning experiences.

Not exact matches

The Early LAP is an observational assessment that is used with children who are very young (0 - 3).

The LAP - 3 is an observational assessment that is used with children who are age three and four.

The Parkinson's Progression Markers Initiative (PPMI) is a landmark observational clinical study to comprehensively evaluate cohorts of significant interest using advanced imaging, biologic sampling and clinical and behavioral assessments to identify biomarkers of Parkinson's disease progression.

Disaggregated student performance and behavior data, reading plan, strategic plan, school improvement plans, professional learning needs, assessment data, and data from the district's educator observational system were used to design a continuous, flexible professional development program.

The teacher also conducts an observational assessment with David using intuitive icons to record observations of the student's problem - solving methods.

If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on observational systems» potentials here; see the Review of Article # 5 — on teachers» perceptions of observations and student growth here; see the Review of Article (Essay) # 6 — on VAMs as tools for «egg - crate» schools here; see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based assessment of VAMs» potentials here and Part II on «a modest solution» provided to us by Linda Darling - Hammond here.

If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on observational systems» potentials here; see the Review of Article # 5 — on teachers» perceptions of observations and student growth here; see the Review of Article (Essay) # 6 — on VAMs as tools for «egg - crate» schools here; and see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based assessment of VAMs» potentials here.

The manuscript uses a simple energy budget equation (as employed e.g. by Gregory et al 2004, 2008, Otto et al 2013) to test the consistency between three recent «assessments» of radiative forcing and climate sensitivity (not really equilibrium climate sensitivity in the case of observational studies).

I agree an observation / model mix is required (e.g. such as with the reanalyses), but the absence of observational validation is what is a fundamental flaw in the use of Type 4 downscaling for multi-decadal impact assessments, as I have explained in detail in my posts.

The Zhai methods have more shortcomings than those used by Brient & Schneider for their very similar emergent constraint, and the radical difference for four CMIP5 models in the two studies» assessment of consistency with the observational constraint from seasonal variations is a major concern.

Thus, using an observational parenting assessment, one gains both useful clinical information and data to evaluate parenting outcomes.

Summary: (To include comparison groups, outcomes, measures, notable limitations) Note: The study used microlevel observational assessments of mother - child interactions in a three - year follow - up of the DuMont et al. (2008) study.

For over 25 years, early childhood programs across the country have been using Teaching Strategies» research - based curriculum, professional development resources, and observational assessment tools to promote positive outcomes for young children.

Contemporary principles of measure development for the assessment of parenting [36, 37] guided the construction of the intrusiveness measure, including aggregating multiple measures of the same parenting behavior from different informants into a single composite measure; focusing on specific behaviors (e.g., «mom gave me help in putting on or taking off clothes») rather than vague concepts (e.g., «mom invades my privacy»); focusing on a short, specific time - frame; using items that are relevant to the age - group being studied; and including observational methods.