Sentences with phrase «without standardized test»

There are ways to measure how students are achieving without a standardized test.

Officials found that it's not more difficult to predict how students will perform in their first year even without standardized test scores.

Completed over four years of observation, journaling by Waldorf teachers and writing, the research is our first, peer - reviewed research on the effectiveness of the Waldorf approach to assessment (without standardized testing.)

Without standardized testing, this comparison would not be possible.

In the same vein, without standardized tests to feed into their calculations, SGPs and other related growth scores used to evaluate teachers would not exist.

Without standardized tests, families at high - poverty schools would have no way of knowing how far behind their children are, even if they're getting high grades.

Without standardized testing we wouldn't know that vast inequities pervade our public school system.

Not exact matches

Students turn to us because they've become frustrated in large, impersonal institutions, while others seek a richer, more engaging education without the emphasis on standardized testing.

Breastfed children had higher mean scores on tests of cognitive ability; performed better on standardized tests of reading, mathematics, and scholastic ability; were rated as performing better in reading and mathematics by their class teachers; had higher levels of achievement in school - leaving examinations; and less often left school without educational qualifications.

Over the period from 8 to 18 years, sample members were assessed on a range of measures of cognitive and academic outcomes including measures of child intelligence quotient; teacher ratings of school performance; standardized tests of reading comprehension, mathematics, and scholastic ability; pass rates in school leaving examinations; and leaving school without qualifications.

Table 1 shows clear and highly significant (P <.0001) tendencies for increasing duration of breastfeeding to be associated with higher scores on measures of cognitive ability, teacher ratings of performance, standardized tests of achievement, better grades in School Certificate examinations, and lower percentages of children leaving school without qualifications.

On average, children who were breastfed for ≥ 8 months 1) scored between 0.35 and 0.59 SD units higher on standardized tests of ability or achievement and teacher ratings of school performance than children who were not breastfed, and 2) were considerably less likely than nonbreastfed children to leave school without qualifications (relative risk = 0.38; 95 % CI: 0.25, 0.59).

Tedisco, a former public school special education teacher, is the sponsor of the bi-partisan Common Core Parental Refusal Act (A. 6025 / S.4161), to require that school districts notify parents of their rights to refuse without penalty to have their children in grades 3 - 8 participate in the Common Core standardized tests.

It also means that school administrations, teachers, and school boards must be held accountable for student learning and performance without «teaching to the test» or being over-burdened with repeated standardized testing.

The Assembly budget would increase education spending without those proposals, which include increasing the degree to which standardized tests factor into teacher evaluations and raising the charter school cap.

For example, Subject 2, whose scores on standardized tests showed impaired memory and executive function, had an 86.9 % reduction in excess path length for locations learned during stimulation, as compared with those learned without stimulation.

For example, the study compares results from schools that took several different standardized tests without making any effort to ensure that the results are comparable.

Because the other standardized tests are «low - stakes tests,» without any reward or punishment attached to student or school performance, the authors reason that there are few incentives to manipulate the results or cheat, making the low - stakes test results a reliable measure of student performance (although it is also possible that schools and students won't prepare enough for a low - stakes test to demonstrate their true abilities).

Some educators worry about the fallout from these measures, such as the proliferating plague of standardized testing, but don't know how to oppose them without casting themselves as obstructionists clinging to a failed status quo.

By contrast, uniform standardized testing whose outcomes can be expressed as simple numbers allows someone far away to compare whole schools without ever seeing or speaking to an actual student.

You don't have to entirely halt your teaching to tackle standardized tests — a few simple strategies, combined with solid teaching, can result in some bang - for - your - buck test prep without sacrificing classroom time.

You can't throw a rock inside a school without hitting a standardized test; every time your son or daughter turns around, they are taking some test designed by some far away bureaucrat or testing company.

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.»

And, among the greatest workplace stressors were the adoption of new initiatives without proper training or professional development, mandated curriculum, and standardized tests.

Indeed, Robert Brennan of the University of Iowa (who directs the Iowa testing programs), the psychometrician who said «no» and voted with the minority, wrote, «Crucial evidence from prediction studies does not support a conclusion that scores on College Board standardized tests administered with extended time to disabled students are comparable to scores on the same tests administered to nondisabled students without extended time.»

As the House turns its attention back to ESEA reauthorization, an amendment introduced by Rep. Matt Salmon (R. — Ariz.) would allow parents to opt their children out of state standardized tests without hurting the school for accountability purposes, Alyson Klein notes.

While Prof. Greene positions himself as dedicated to scholarly rigor, he falls into his own logical trap when challenging our claims about states without teacher unions having the lowest achievement rate according to the measures favored by the standardized test proponents.

Get creative, without feeling shackled to standardized tests or internal assessment.

Without assessing these programs per se, Johnson explains, the book examines how these systems are set up, including whether they use student performance on standardized tests, professional evaluations, a hybrid model, and whether they used individual or group assessments.

We also support enabling parents to opt their children out of standardized tests without penalty for either the student or their school.»

Specifically, we predicted the percentage of students at the district and school levels who score proficient or above on their state's mandated standardized tests, without using any school - specific information such as length of school day, teacher mobility, computer - to - student ratio, etc..

Without a Certified Media Specialist you can rest assure the standardized test scores will drop.

Large - scale projects like the New York Performance Assessment Consortium and the former Nebraska STARS statewide assessment program provide blueprints of how to balance accountability with authentic learning and assessment without inundating children and teachers with standardized tests.

It goes without saying that there is over 100 years of evidence that demonstrates that commercially prepared standardized tests are influenced too much by out - of - school factors to provide important results.

Distilling critics» fears to the common denominator, one finds an overarching concern that the current discussion about IPS reform will center on shifting control of money and power without genuine awareness of what techniques could best shape IPS students into life - long learners capable of achieving success on a broader plane than that defined by standardized test scores.

Without having to focus on federal compliance, states should have an opportunity to reduce the emphasis on standardized testing.

It looks at the standardized tests movement and points out that the tests merely emphasize academic inequalities without fixing the problems.

With the impending adoption of Common Core State Standards (CCSS) many districts across the nation will soon be required to conduct standardized testing online without the capacity to do so.

My question: how do we assess the students» academic abilities and progress without penalizing schools and teachers and without the pressure of standardized tests?

Without being held accountable to the incessant pressure of increasing student performance on a standardized test (see Hew & Brush, 2007; Walker & Shepard, 2011; Zhao, 2007), Mike found technology use to be «definitely less prescriptive, especially for us.»

This situation introduces a set of challenging questions for teachers: «If I focus on the subjects the standardized tests evaluate, how can I teach other subjects — such as social studies and the arts — without trivializing them?

Measuring student growth without relying solely on narrow standardized tests involves looking at multiple measures of student learning, such as essay exams, portfolios of students» work in various subjects, and group projects that require analysis, investigation, experimentation, cooperation, and written, oral, or graphic presentation of findings.

Last year in Tennessee, teachers without individual value - added scores were rated on their school's overall performance on standardized tests.

Students learn arts, theater, music, and history without ever having been given standardized tests on the subjects.

And with these students less distracted and more engaged in school, they do better on their academics; they average 11 percentile points higher on standardized test scores than do students without SEL training.

Facing less pressure around standardized testing, OST settings can offer greater freedom for independent exploration without fear of earning a «bad grade.»

While Bill Gates may have been central to funding the development of the Common Core State Standards, we simply would not see them in classrooms across the country with standardized testing rolled out already and teachers» evaluations connected to those tests without Secretary of Education Arne Duncan and his signature initiatives.

This is why standardized testing, curriculum and instruction will not benefit our programs if we simply teach classes without differentiating instruction.

But we can start the comparison next September if (standardized testing) goes off without a hitch.»

How do you measure how teachers are doing without using standardized tests?