...What Is the Meaning of Academic Performance? Written by Scottk | Translated by Ehow Contributor Most people know that academic performance generally refers to how well a student is accomplishing his or her tasks and studies, but there are quite a number of factors that determine the level and quality of students' academic performance. Grades Certainly the most well-known indicator of academic performance, grades are the student's "score" for their classes and overall tenure. Grades are most often a tallying or average of assignment and test scores and may often be affected by factors such as attendance and instructor opinion of the student as well. Grading systems vary greatly by country and school; common scales include a percentage from 1-100, lettering systems from A-F, and grade point averages (GPA) from 0-4.0 or above. Attendance It would be difficult to perform well in class if the student doesn't attend. In public grade schools, attendance is compulsory and numerous unexcused absences may lead to notifying the students' parents, barring of make-up work for missed assignments and tests, or direct affects on grades. In extreme instances, parents have even been taken to court and given jail time for their truant students! Standardized Tests Standardized tests are those that provide a consistent measure of a student's performance with those that take the same test, often nationwide. Standardized tests include the Stanford Achievement Test (SAT), the Stanford-Binet Intelligence...
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...Grade 5 Georgia Department of Education November 2014 All rights reserved. Assessment Guide Assessment Guide Georgia Milestones Grade 5 EOG Assessment Guide THE GEORGIA MILESTONES ASSESSMENT SYSTEM GEORGIA MILESTONES END-OF-GRADE (EOG) ASSESSMENTS ASSESSMENT GUIDE 2 3 3 TESTING SCHEDULE 4 DEPTH OF KNOWLEDGE DESCRIPTORS DEPTH OF KNOWLEDGE SKILLS AND QUESTION CUES 4 6 SCORES 7 ENGLISH LANGUAGE ARTS (ELA) DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 ENGLISH LANGUAGE ARTS (ELA): DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES ENGLISH LANGUAGE ARTS (ELA) EXAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEM KEYS ENGLISH LANGUAGE ARTS (ELA) EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS 8 8 9 10 11 11 21 34 36 40 MATHEMATICS DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 MATHEMATICS: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES MATHEMATICS EXAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEM KEYS MATHEMATICS EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES 46 46 47 48 49 49 53 61 63 SCIENCE DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 SCIENCE: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES SCIENCE EXAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEM...
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...School of Nursing & Midwifery MENTORSHIP ASSESSMENT DOCUMENT Student mentor’s Name: (Block Capitals) Keele ID Number: (First 8 digits from Keele Card) Module Code: NUR-30186 Workplace Name: Module Start & Finish Dates: Supervisor’s Name: (Block Capitals) Personal Tutor: (Block Capitals) Start: Finish: Module Leader: (Block Capitals) Assessment Submission Date: Assessment Result: For MIDWIFERY STUDENTS ONLY, the assessment decision also includes sign-off Date of Supervisor’s Last Update: PASS (Supervisor – please delete above as appropriate) FAIL (Supervisor – please delete above as appropriate) Assessment date: Please download and save this file with your own name as part of the file name Student mentors MUST keep and back-up copies of this document as it must be submitted to the School by email as part of the module’s summative assessment strategy. 1 C:\Users\NATHAN\AppData\Local\Microsoft\Windows\Temporary Internet Files\Low\Content.IE5\GJVPHQF6\NUR%20%2030186%20Mentorship%20Assessment%20Document%20SEPTEMBER%202014[1].rtf Introduction This booklet contains the necessary documentation for recording whether or not a student mentor has demonstrated achievement of the competencies for this module. The following details provide guidance for student mentors, supervisors, link lecturers and tutorial staff on the assessment of student mentors during the module. The document is to be completed electronically by the student mentor...
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...definitions for the Wechsler Individual Achievement Test, Terra Nova Achievement Test, Shipley-2 Intelligence Test and the Wiig Assessment of Basic Concepts. I will also attempt to explain which theory of intelligence test best fit these instruments that have been selected, as well as explaining how the definitions and measures are related. Each instrument selected will be evaluated on reliability, validity, normative procedures and biases if any. I will also compare and contrast each instrument on the goals of the test as well as in similarities that may be evident, how the test are administered, the used and the purposes for administering the test mentioned. I will carefully endeavor to explore any ethical considerations related to each of the instruments selected in this paper. The Wechsler Individual Achievement Test, created by David Wechsler, is a diagnostic achievement test that evaluates the academic success of children and adults ages 4 through to 85. The test is designed to evaluate of a wide range of academics skills or a specific area of need. The WIAT-III is a revision of the WIAT-II, which was done to make the test more comprehensive, and to make it compatible to the changes in federal mandates and state regulations (Pearson, 2009). The test was specifically designed to (1) recognize academic strong point and flaws, (2) recommend assessments concerning the eligibility of services, placement, or diagnosis of particular learning disabilities, and (3) to construct...
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...Formative and Summative Assessment (Journal 1) By: Cinthia Herrera Edu: 645 Learning and Assessment for the 21st Century Instructor: Amy Peterson July 29, 2013 In comparison of the formative and summative assessment is that, they are both part of the broad assessment process which may span for days, weeks, a full semester, an entire school year or even longer. When it comes to formative and summative assessment teachers traditionally have not been well trained and this is because they believe these activities are supplemental or peripheral to the instruction process (Kubiszyn & Borich, 2013). These two assessments are only tools and can both be poorly designed, misused unintentionally, and impair their usefulness if abused intentionally. Both, Formative and summative assessment can be referred to as single measures that yield results at a single point in time in a classroom, and they are both a part of an assessment process to help make educational decisions (Kubiszyn & Borich, 2013). In contrast summative assessment are lengthy and are used to assign grades, evaluate curriculum effectiveness, assess annual gains in student, school, and district academic improvement. This assessment is good to inform about broad achievement trends after instruction has been completed. Summative is not a useful tool if the purpose of testing is to evaluate the effectiveness of instruction on a day-to-day basis. It is also not designed to be sensitive to small specific changes...
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...discusses their success and how Personalized Learning worked for them. The key points covered in this article were adaptive testing; lessons learned and test taking accommodations. There are districts that are discovering that assessments have other types of value that extends well beyond just getting students test scores. Students at Waukesha Stem Academy Saratoga Campus find themselves taking adaptive test once a day or even once a month. How often they take a test depends on the subject and how fast they cover their curriculum. The charter school found these customized assessment so beneficial that they decided to use funds from full time educational programs to buy more of this personalized testing. Their reasoning is that students have performed very well on adaptive test since they began using adaptive test, less than 5 percent scored in the 24th percentile or lower on state tests compared to 20 percent five years prior. To the district this showed an inadvertent benefit, the adaptive testing showed the educator just how individualized their instructional approach could be. Because each student is different they were required to fill out learner profiles so that the teachers could use the best adaptive software. They used ALEKS (assessment and learning in knowledge spaces) for math concepts and Achieve 3000 for reading comprehension and writing proficiency. As time passes, computer adaptive testing has become more relevant and more sophisticated. There are...
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...Grade Inflation: C is the new A Sabas Orona Jr. Del Mar College Psychology 2301 Regina Weir March 23, 2015 Grade Inflation: C is the new A Have you ever wondered why your grade has been different from a friend or classmates’ when you both have studied the same material in the same class? Could it be that one of you is a better student or that your instructor is participating in grade inflation? Hopefully by the end of this paper you will have a better understanding of this growing phenomenon. Merriam-Websters dictionary (Merriam-Webster, 2015) defines grade inflation as a rise in the assignment of a grade that previously would have received a lower one. There have been some studies in the past few years regarding grade inflation in American universities and colleges and the affects it might be having on a student’s grade point average (GPA) and on the institutions grading system itself (Abbott, 2008) (Jewell & McPherson, 2012) (Miller, 2014). Some studies have shown that the trend of grade inflation started in the 1960’s (Jewell & McPherson, 2012). A popular theory is that the Vietnam War, which was highly unpopular at the time, played a major role in grade inflation (Miller, 2014). It is believed that sympathetic college professors gave their students higher grades to keep them from being drafted into the military. By having the students keep a higher GPA the students were then able to keep their draft deferments, thus allowing them to avoid the draft and...
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...Introduction Student achievement is not simply a matter of what happens in school. Academic achievement can be defined as excellence in all academic disciplines, in class as well as extracurricular activities. It includes excellence in sporting, behavior, confidence, communication skills, punctuality, assertiveness, arts, culture, and the like. It is a good way to enhance the drive of student to achieve a lot. It is about academic excellence, exemplary deportment, special awards, essential life skills, and responsibility to the community. In terms of academics, all students will obtain, understand, analyze, communicate and apply knowledge and skills to achieve success in school and life. In terms of essential life skills, all students will demonstrate aptitude, attitudes, and skills to lead responsible, fulfilling, and respectful lives. In terms of responsibility to the community, all students will understand and model the important attributes people must have to contribute to an effective and productive community and common good of all. In brief, it involves both product and process, and achievement is assessed both individually and collaboratively. A key component of both the product and the process in this "new literacy" classroom is that the students need to be conversant in multiple forms of representation—they must collect and process a certain amount of information, including non-print material such as photographs, video footage, and phone interview data. Also, students...
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...Sample Notification of Achievement Testing Letter to Parents To Parents of Students in Grades 9: In May and June of this year, all Grade 9 students throughout the province will write provincial achievement tests in language arts, mathematics, science, and social studies. Results from these tests will provide Alberta Education, school administrators, teachers, parents, students, and the public with information about what students know and can do in relation to provincial standards at the end of Grade 9. Achievement tests are based on what students have been learning throughout the school year, so I will mark them before they are returned to Alberta Education. This will allow me to get an initial look at the performance of the students in my class and will enable me to use each child’s achievement test score as ___ percent of their final grade in each subject tested. In the fall, an Individual Student Profile showing your child’s achievement test results will be available at our school. This profile is prepared by Alberta Education after the marking and scoring of tests has been completed and final scores are calculated; it will present your child’s performance on each test in relation to provincial standards. This information may be useful in planning your child’s instructional program for the coming year. You are invited to review your child’s results with his or her new teacher and to discuss how results will be reflected in the instructional program that...
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...The Purposes and Methods of Classroom-Based Literacy Assessment Grand Canyon University: RDG 512 June 3, 2014 Assessing Literacy Development The purpose of the information provided is to adequately use literacy assessments and understand their purpose as well as how they benefit students and help guide teachers’ instruction. I. Classroom Assessment A. Planning for Assessment Considerations for each student include: 1. Background knowledge (What do students know about this concept) 2. Vocabulary 3. Comprehension (How well are students understanding the concept) 4. Completion of work 5. Work habits 6. Work well with classmates 7. Ability to apply material learned (Tompkins, 2000) B. Monitoring Students’ Progress There are several ways teachers can keep track of student achievement: 1. Observations—Focus on literacy, not behavior 2. Anecdotal notes—quickly jotted notes 3. Conferences: a) On-the-spot: Brief, approximately 1 minute, at student’s desk b) Planning: Scheduled with student ahead of time to discuss concepts, vocabulary, or writing c) Revising: Discuss rough draft and make suggestions to revise d) Book Discussion: Discussion of currently read book e) Editing: Correct mechanical errors in writing f) Evaluation: Discuss growth, reflect on goals met 4. Checklists-Criteria students are expected to meet (students know criteria before completing assignment) C. Evaluating There...
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...Radical Pedagogy (2002) ISSN: 1524-6345 An Analysis of the Study Time-Grade Association Orlando J. Olivares Department of Psychology Bridgewater State College oolivares@bridgew.edu Abstract Our intuition, and perhaps our experience, suggests that study time should be positively associated with grades. However, the study time-grade association literature has provided inconsistent findings: some researchers have found a positive association, others a negative association, and yet others no association between study time and grades. The present research sought to better understand the nature of the study time-grade association by examining the effects of student, teacher and course characteristics on study time, grades, and the study time-grade association. Results show that study time and grades were inversely associated (r = -.19). Regression analyses indicate that grade inflation was the best predictor of study time; that is, as grade inflation increased study time decreased. Course difficulty was the best predictor of grades; as perceptions of course difficulty increased expected grades decreased. And, course difficulty, grade inflation and student cognitive ability moderated the study time-grade association. Thus, data suggest that the study time-grade association may be spurious. Implications for future research are discussed. Keywords: study time-grade association, spurious, moderators, motivation, facilitating conditions Introduction The study time-grade literature...
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...skills, strengths, areas needing improvement, and the resources needed to help them reach their career goals. Use each Learning Team member’s DiSC assessment results completed in Week One. Develop a combined DiSC chart of your Learning Team members for use in developing this paper. Based on the individual assessments, what are the characteristics of your team? Create a professional development plan to address the characteristics of the Learning Team members both individually and as a group and your ability to lead them: Required Elements: • No more than 1400 words • Formatyour paper consistent with APA guidelines • Evaluate the individuals, including yourself, and the group based on the DiSC assessment. Clickthe Assignment Files tab to submit your assignment. The goal of this essay is to develop a plan that will address the characteristics of “Learning Team D” including the team member designated as manager. If the plan is effective it can be used to determine the needs of the learning team. It can also be used a as a tool for the members to assess their skills, strengths, areas needing improvement, and the resources needed to help them reach their career goals. DISC Assessment During week one of organizational leadership all of the members of “Learning Team D” took the DISC Platinum rule; a behavioral style assessment that breaks down the individuals predominant behavioral styles; dominance, interactive, steadiness, and cautious. There are sixteen sub-styles that...
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...Assessment is defined as "The use of a variety of procedures to collect information about learning and instruction." (Johnson, 2013) It is a crucial part of instruction. In asking students to demonstrate what they have learned we are then able to evaluate if the educational goals and standards are being met. It can affect decisions about grades, instructional needs, curriculum, placement, advancement and in some cases even funding. It inspires three important questions. "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a better way to teach the subject, thereby promoting better learning?" (Edutopia, n.d.) There are two basic assessment types, summative and formative. Each has a distinct purpose and answers certain questions about student learning. We will discuss these later in this treatise. It is the teachers' responsibility to interpret these assessments and utilize the data for meeting student need, tailoring the content of curriculum and lessons, and, of course, assessing student progress. Teachers must take an active responsibility for achieving a balance between assessments and content. Both summative and formative assessments contribute to the measurement of broader progress on assessment goals. Formative assessment is commonly known as "assessment for learning". It focuses on monitoring student response to and progress in instruction as well providing information to teachers about where...
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...Topic and Feasibility Paper 1. Purpose Statement The purpose of this paper will be to explore Texas Assessment of Knowledge and Skills, or TAKS, pass rates across the state of Texas for grade level 7 in the 2009-2010 school year. The dependent variable for this study will be the TAKS pass rate (TAKS_PRATE) which will be determined by the independent variables class size (CLASS_SIZE), ethnicity (ETH), gender (GEN), and economically disadvantaged status (ECON_DIS). The primary independent variable for this study will be class size. There are many variables which affect student performance; however, it can be argued that class size can impact a teacher’s style and how prepared their students are for statewide achievement tests. 2. Definition of Variables The model will be (less constant and coefficients) TAKS_PRATE = CLASS_SIZE + ETH + GEN + ECON_DIS There are many determinants of the pass rate of standardized tests. Texas schools are evaluated on how well their students perform on the statewide standardized test (TAKS). School districts throughout the state go through great lengths to make sure that their campuses achieve exemplary ratings. I thought that it would be worth exploring how different districts performed throughout the state. CLASS_SIZE will be the primary variable because I believe it plays a valuable role in how well students perform on the standardized achievement tests. The class size will determine how much individualized attention students...
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...Grading in education is the process of applying standardized measurements of varying levels of achievement in a course. Grades can be assigned as letters (generally A-F), as a range (for example 1 to 6), as a percentage of a total number of questions answered correctly, or as a number out of a possible total (for example out of 20 or 100). In some countries, all grades from all current classes are averaged to create a grade point average (GPA) for the marking period. The GPA is calculated by taking the number of grade points a student earned in a given period of time of middle school through high school.[1] The GPA can be used by potential employers or educational institutions to assess and compare applicants. A Cumulative Grade Point Average is a calculation of the average of all of a student's grades for all of his or her complete education career. In the IBDP (International Baccalaureate Diploma Program), which covers the final two years of high school, as well at the associated MYP (Middle Years Program) grades are given on a scale of 1-7, with 7 representing the highest level of achievement. Scores are always represented with whole numbers (i.e. 1, 2, 3, 4, 5, 6, & 7 are the only possible grades). Because these grades do not represent percentages, but instead correspond with specific rubric requirements, one could theoretically answer 90% of questions on a given exam correctly, but still get a 5 if the 10% they missed represented crucial problems that corresponded...
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