Sentences with phrase «using standardized test data»

That said, here are some suggestions for using standardized test data:

It still uses standardized test data to evaluate teacher performance, which will lead to more «teaching to the test.»

Not exact matches

Once attached to a player's helmet (a hockey version is available now, versions for football, lacrosse, and ski and snowboard helmets will be introduced in 2012) The ShockboxTM sensor measures the G - Force of a hit to the helmet from any direction, and then sends the data wirelessly via Bluetooth to the athletic trainer, coach or parent's smart phone to alert them when the athlete suffers a traumatic head impact that may be concussive so they can be removed from the game or practice for evaluation on the sideline using standard concussion assessment tools, such as the Standardized Assessment of Concussion, Sports Concussion Assessment Tool (SCAT2) or King - Devick test.

They measured educational outcomes using standardized tests and looked at demographic data, including attendance and suspension; race and ethnicity; free and reduced price lunch status; and participation in gifted education, special education, or programs for English learners.

He used data from Wake County, North Carolina, to study how start times affect the performance of middle school students on standardized tests.

In this study, I use data from Wake County, North Carolina, to examine how start times affect the performance of middle school students on standardized tests.

Results from annual standardized tests can be useful for accountability purposes, but student progress must be measured on a far more frequent basis if the data are being used to inform instruction and improve achievement.

If the skeptics are right, Wood writes, Common Core «will damage the quality of K — 12 education for many students; strip parents and local communities of meaningful influence over school curricula; centralize a great deal of power in the hands of federal bureaucrats and private interests; push for the aggregation and use of large amounts of personal data on students without the consent of parents; usher in an era of even more abundant and more intrusive standardized testing; and absorb enormous sums of public funding that could be spent to better effect on other aspects of education.»

Criterion - referenced standardized tests can be very useful to teachers because they can use the testing data to help drive interventions children might need.

From the implementation of the Common Core, to the recent debate surrounding teacher tenure, nearly every issue in public education today can be seen as a facet of a single, fundamental policy question: how should we use standardized assessments and the student achievement data these tests produce?

The bill required teacher preparation programs to report data on their candidates (and share this information with their university), use higher cut scores on standardized tests for entry, and add portfolio - based assessments as graduation requirements, among other reforms.

Use the Data to Decide Student Grouping and Differentiation: Standardized test data reveals how your students performed: advanced, proficient, basic, and below baData to Decide Student Grouping and Differentiation: Standardized test data reveals how your students performed: advanced, proficient, basic, and below badata reveals how your students performed: advanced, proficient, basic, and below basic.

If getting the data using frequent standardized tests occupies up to one - third of all available time to teach, that will alone prevent students from making the marks they should.

After analyzing a truly staggering amount of data, the researchers conclude that teacher effectiveness can be measured by using «value - added» analysis of student achievement growth on standardized tests.

Schools used the widest range and types of data to inform these decisions, including results on standardized testing, academic and social history, and teacher observations.

The teacher leaders themselves were characterized as strong teachers of Everyday Math by virtue of the standardized student test data that showed they «did well» compared to these classrooms not using Everyday Math.

Ravitch opposes the use of standardized test data to fire teachers or close schools.

At the same time, their silence gives tacit support to arguments by traditionalists that standardized testing should not be used in evaluating teachers or for systemic reform (even when, as seen this week from American Federation of Teachers President Randi Weingarten and others critical of the state education policy report card issued by Rhee's StudentsFirst, find it convenient to use test score data for their own purposes).

The most controversial of them include what is known as value - added models1 that use data from standardized tests of students as part of the overall measure of the effect that a teacher has on student achievement.

Under the Every Student Succeeds Act, states and districts do have opportunities to collect and use data that go well beyond the traditional standardized tests.

(The group has also filed a case challenging 13 California districts» teachers contracts that prohibit the use of standardized test data in teacher evaluations, which they say violates a 1971 law.)

Like the authors of «The Test Matters,» Polikoff used MET data to investigate whether large - scale standardized state tests «differ in the extent to which they reflect the content or quality of teachers» instruction» (i.e., tests» instructional sensitivity).»

Currently the primary focus of accountability systems, using standardized tests, is to provide data on student and school performance so as to sort, rate, and rank the performance of students, schools, and districts.

They support the use of the data from standardized testing to improve curriculum in the future.

VAMs v. Student Growth Models: The main similarities between VAMs and student growth models are that they all use students» large - scale standardized test score data from current and prior years to calculate students» growth in achievement over time.

We use student assessment and demographic data to predict how students would do on standardized tests under the guidance of «average» teachers.

Principals must use data, report and explain data to internal and external audiences, in support of data - driven decisions, which influence instruction and stimulate change.Assessment and Accountability Standardized testing is one element in the complete assessment of student progress, but no single test should serve as the sole criteria for a student's advancement in grade level, graduation or placement or serve as a punishment or reward for schools or those who staff them.

Among their objections: the requirement of a statewide teacher evaluation system that includes the use of standardized test data.

For individual teachers, the agreement proposes to use raw state standardized test score data.

The Los Angeles pact proposes to do that using a unique mix of individual and schoolwide testing data — including state standardized test scores, high school exit exams and district assessments, along with rates of attendance, graduation and suspensions.

Under the new Indiana law, schools must use an assessment that includes some kind of objective data — like scores on standardized tests — and link teacher performance to pay.

«If they will use state test data in evaluations — and if so, how — or opt for another alternative to comprise the 22.5 percent of a teacher's evaluation that must include state standardized tests measuring student learning.»

Under current law, standardized test data can be one of several factors used to evaluate a teacher's performance, but it can't be used to discipline them.

In the statement Evers says he believes there is too much emphasis on standardized tests and the new federal education law, the Every Student Succeeds Act, gives states the option to use local data in place of state test results in the Educator Effectiveness System.

That emboldened Superintendent John Deasy — not that Deasy really needed a lot more encouragement, since he'd already been advocating data - based evaluation of teachers» effectiveness, using a formula that includes students» standardized test scores.

This being said, educators must be careful to avoid the over-interpretation of standardized test results, especially when using those data to inform individual student interventions.

First, they would have to embrace the comprehensive use of test score growth data (through Value - Added Measurement)-- and ultimately, the standardized tests they loathe — in evaluating districts, teachers, and school leaders.

He also reiterated the union's opposition to the district's use of Academic Growth over Time data, which is based on state standardized test scores and is being used to evaluate teachers and principals in a voluntary program.

The study looked at grades 3, 4 and 5 in 474 schools that started using ST Math between 2013 and 2015, and included 16 states where complete state standardized test and demographic data was publicly available to the researchers.

Judicious Use of Test Scores: Used judiciously, data from relatively infrequent, low - stakes standardized tests has some value as a snapshot of student abilities that can diagnose areas of strength and areas that need improvement.

Connecticut's superintendents should follow the lead of their New York colleagues and demand that Governor Malloy and the Connecticut General Assembly repeal the law they developed mandating that student achievement data from standardized tests be used as part of the educator evaluation process.

It does this by using data for individual students, such as scores on standardized tests, special education and English - learner status, eligibility for free and reduced - price meals (a proxy for poverty), and race and ethnicity.

Today, the district uses Star 360 for progress monitoring, predicting student proficiency on standardized tests, and as a data element in value - added modeling processes for teacher evaluation.

Connecticut received a waiver from the Federal Department of Education requirement that standardized testing data be used in evaluations during the 2015 - 16 school year.

The data further indicates that like charter schools in Hartford and Bridgeport, New Haven's charter schools use what should be illegal tactics to push out certain students who might bring down their standardized test scores.

The letter grade is based 80 percent on the school's achievement score (which uses various data including student performance on end - of - grade and end - of - course standardized test scores) and 20 percent on students» academic growth (a measure of students» performance in relation to their expected performance based on the prior year's test results), resulting in a grade of A, B, C, D, or F. «Low - performing districts» are those with over 50 percent of their schools identified as low - performing.

School counselors may also use other resources, including standardized test results and other student data to accurately plan, monitor, and manage a student's development.

Using longitudinal administrative data from three major school districts with significant numbers of recent TFA placements, we generate TFA effect estimates based on two series of Georgia's standardized tests — the end - of - grade Criterion - Referenced Competency Tests (CRCTs) and end - of - course tests (EOtests — the end - of - grade Criterion - Referenced Competency Tests (CRCTs) and end - of - course tests (EOTests (CRCTs) and end - of - course tests (EOtests (EOCTs).

Some conservatives in favor of tougher education standards and more standardized testing are using the data to argue Texas needs to hold school districts to higher accountability standards.

Researchers compared state standardized reading test scores for each of two groups, using data from the year prior to the program compared with scores at the end of the program year.