Sentences with phrase «varied systems of assessment»

Not exact matches

Year 6 Science Assessments and Tracking Objectives covered: Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a diagram

Although their procedures may vary, all consortium schools have adopted a system of assessment aligned to state standards and based on a series of well - defined rubrics, so both the student and the teacher clearly understand the criteria on which work is evaluated.

These estimates are not perfectly accurate, but even this rough classification system allows for estimates of the extent to which parental assessments vary by their child's grade level.

SCDEs, by and large, responded to the accountability mandates and made varying levels of investments in their own college - level assessment systems and infrastructure.

Achieving this goal would require the development of rigorous standards, assessments, and accountability systems — difficult work, especially in the field of higher education, where educational aims are highly varied and faculty autonomy is deeply engrained.

Stark County School Superintendent Jerry Klooster, a member of the task force that helped develop Vision 20/20 in 2012, said the goals of the group include developing a balanced state assessment system; making it easier for teachers from out - of - state to get a license to teach in Illinois; recognize that not all districts are the same, have varied resources and expectations, and differentiated accountability; and adequate funding of education based on local factors rather than «one size fits all.»

The color of the lights can vary with yellow, orange, or red displaying depending on the system's assessment of how close you are to having a collision.

A comprehensive risk assessment would determine flood hazard for individual structures by modeling watershed and floodplain characteristics at fine spatial scales; it would describe the varying levels of protection offered by all elements of a flood protection system and mitigation measures; and it would account explicitly for uncertainties, including those related to current and future flood hazard, structure value and vulnerability, and the current and future performance of flood protection measures.