...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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...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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...Academic Standards Students must maintain high academic standards in all their program activities. After attempting 12 credit hours, all students must maintain an overall grade point average (GPA) above 2.75 to be considered as making satisfactory progress. If a student’s overall GPA falls to 2.75 or below, the student and advisor are notified by the Registrar that the student is not making satisfactory progress. If the overall GPA of any student falls below 2.65, the Registrar will inform the student that all future registrations will be given grades only on a pass/fail basis unless the department Graduate Committee intervenes. If the overall GPA of any student falls below 2.5, the student is removed from the program unless the department Graduate Committee intervenes. Grade Point Average (GPA) Grades are assigned the following grade points: A = 4.0, B = 3.0, C = 2.0, D = 1.0 and F = 0.0. The grade point average is calculated as the sum of the products of the grade points and credit hours for each registered activity (including courses, independent studies, directed research, thesis research and dissertation research) in the average, divided by the total number of credit hours for all registered activities in the average. If a student takes the same course more than once, the course enters the GPA only once, the most recent grade received for the course being used in the average. A student’s overall GPA is calculated on the basis of all registered activities...
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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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...For • Practicality-This is probably by far, the biggest argument in favor of standardized tests. Aspects include: o Standardized tests are less time-consuming than more complicated assessments that need personal time with every student. o Standardized tests are easier to administer. There are explicit directions given and each student is given the same directions in the same way. o They are easier to grade, machines do it for us. o Very easy to use a computer to track progress and levels of achievement for different groups of students in different subjects. (Holloway) • Objectivity-It is very easy for a test to be objective, it doesn't have emotion or moods or biases. When giving more personal assessments, it is very possible that the teacher or person assessing the student can let their emotions or biases affect how they score that student. • Instigator of change-Standardized tests can be a powerful tool to change classroom and school practices (Gardner). We can use testing to tell us whether we have a problem (Gerstner). When we identify a problem in a classroom, school, or district we can then take active steps in correcting that problem. In addition, achievement data from tests provide teachers with valuable information to improve classroom and student learning (Gardner) • Accountability-Setting high expectations for students and holding them accountable for the same standards, leads to achievement gains. High-stakes testing forces students to take education...
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...Foreign studies about Academic Performance And Objectives Louisiana studies show foreign language students outperform their non-language peers on standardized test measures. •Bureau of Accountability (1984) •Eileen Rafferty (1986) •Mic Lang (1990) •Taylor-Ward (2003) The LDE, Bureau of Accountability (1984) conducted a study comparing the attainment rates and scores of 2nd, 3rd & 4th grade foreign language and non-foreign language students in reading, writing and math. It reported the number and percent of students reaching and not reaching a 75% performance standard on the Louisiana Basic Skills Testing Program during the 1983-84 school year. In each instance, FL students significantly outperformed non-foreign language students by 2-6 percentage points. Rafferty (1986) compared the 1985 basic skills Language Arts and Mathematics test scores of 13,200 randomly selected Louisiana 3rd, 4th, & 5th graders who did vs. did not study a foreign language. Both groups were matched for race, sex, and grade level. Significant differences appeared across all grades in Language Arts, with FL students scoring higher than non-foreign language students. By the fifth grade—this advantage was more than doubled in favor of the foreign language group. For math, however, 4th grade foreign language students showed some disadvantages, but by 5th grade, they performed better than the non-foreign language students. Lang (1990) explored the relationship of foreign language in...
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...Assessment Focus in Elementary Schools: Instructional Process for Assessment Mercedes Alvarez Keiser University EDU514G3 Dr. Brian Keintz Professor Date: July 1, 2010 Planning of Instruction Our textbook ‘Assessment of Student Learning’ states that before a teacher can construct an appropriate lesson a “blue print” needs to be created. This ‘blue print’ is meant to be a design to show what a student should have learned once they have finished the lesson. When constructing a lesson plan many things must be taken into account, mainly the grade level and subject this lesson is directed to. Florida has The Sunshine State Standards, also referred to as “content standards”, they are used to describe what a student should be able to achieve, in regards to that subject by the time the teacher has finished the lesson. The Sunshine State Standards are broad statements that describe what a child should know and be able to do at every grade level. These standards cover seven content areas: social studies, science, language arts, health/physical education, the arts, foreign language, and mathematics. The lesson might be two days or two weeks long, the time frame is indicated by the curriculum, which is followed by all the teachers in that same grade level. Careful planning is used when preparing these lesson plans. All the lessons must help the students achieve the goals set forth in the lesson to insure that the student is successful. The standards used in lesson plans can be...
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...continues to happen or exist * the last part of a story, movie, song, etc. * the part at the edge or limit of an areaWebster’s Dictionary | (Johnson et al; Ledlow 1998) | | Grading | * Grading leniency is a removable contaminant of student ratings. * Grading in education is the process of applying standardized measurements of varying levels of achievement in a course.(Greenwald, Anthony G.; Gillmore, Gerald M. 2009) | University of Mindanao Official Website | | Student Course Evaluation | There are almost as many terms used to describe student course evaluations as there are articles about them; among the most common are “student evaluations,” “course evaluations,” “student ratings of instruction,” and “student evaluations of teaching (SETs).” Each of these phrases has slightly different connotations, depending on whether they emphasize students, courses, ratings, or evaluation. Wright (2008) has suggested that the most appropriate term for end-of-course summative evaluations usedprimarily for personnel decisions (and not for teaching development) is “student ratings of instruction”because this most accurately reflects how the instrument is used. | | | References: Brookfield, Stephen P. and Preskill, Steven (1999). Discussion as a way...
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...NCC ASSESSMENT RESULTS NAME Career Interest Assessment Work Values Assessment Skills Confidence Assessment You have completed 3 different assessments to help you identify possible work categories best suited to your skills, interests, and work values. After completing the NCC Outline you will write a 5 paragraph Summary Report discussing what you learned about yourself. Be honest in your responses and comments. FIRST PARAGRAPH – MINIMUM 7 COMPLETE SENTENCES What is your plan for after high school? What colleges or universities are you interested in? What careers are you interested in? why? SECOND PARAGRAPH – MINIMUM 7 COMPLETE SENTENCES What were you three highest career interest on the interest assessments. Which one was your favorite? Why? Based on your favorite choice what coursework, school activities, and community activities are needed to prepare for this career cluster? List and discuss the career specialties that you are currently considering. THIRD PARAGRAPH – MINIMUM 7 COMPLETE SENTENCES What were you three highest career interest on the confidence assessments. Which one was your favorite? Why? Based on your favorite choice what coursework, school activities, and community activities are needed to prepare for this career cluster? List and discuss the career specialties that you are currently considering. How does this career choice differ from the one on the career interests assessment. FOURTH PARAGRAPH – MINIMUM 7 COMPLETE...
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...TITLE: THE READING INVENTORY TEST SCORES OF GRADE III PUPILS AND THEIR ACHIEVEMENT IN ENGLISH PROPONENT: LYNDE C. APITA Teacher-III TYPE OF RESEARCH: INDIVIDUAL TEACHER RESEARCH PROBLEM: Reading is a basic tool for learning in all subject areas. The ability to read and speak correctly and impressively is a very valuable asset for a child to develop for a child to develop. It will help him avoid being laughed at or embarrassed due to incorrect pronunciation. It will help them gain self confidence. This study sought to answer the following questions: 1. What is the level of achievement in the reading inventory test of the Grade III pupils of Mac Arthur Elementary School? 2. Do the following factors: a. Home c. teacher b. Pupil Affects the reading achievement of the pupil? 3. Is there a relationship between reading inventory test scores of the pupils and their achievement in English? 4. Do male and female Grade III pupils differ in their reading ability? Plan of Action and Time Frame: The following are the steps that the researcher would like to follow and the corresponding time frame in every step: No. | STEP | TIME FRAME | 1 | Identify the number of pupils that have a very minimum participation | August 2014 | 2 | The researcher would then take a result of every pupil | September 2014 | 3 | Plan simple activity that will address the capacity of pupil in their learning. | October 2014 | 4 | Interpret the...
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...between summative and formative assessments Formative assessment gives feedback and information during the instructional process- during the learning that occurs. This type of assessment measures the learner's progress and also that of the instructor. The main focus of formative assessment is to identify areas that need help or improvement. These check the learning progress and the effectiveness of the teaching methods and activities. Types of formative assessments include observations, homework exercises, question and answer sessions, and student. Formative assessment occurs during a course or programme of study which the teacher implements. It is often informal. This shows effective learning and the need for modifications. Formative assessment is assessment for learning. Uses for formative assessment: •facilitates learning •determine whether learning has occurred •provide feedback on learners' progression, signs for improvement •diagnose needs/barriers of learning and changes needed to change the course/programme •current strategies and methods can be adapted and accommodating •monitors the learning process Summative assessment occurs after learning and provides information and feedback that summarises and concludes the teaching and learning process. Rubrics are designed with set standards and are communicated to learners before the task so they know what is expected of them. Grades are an example of the outcome of summative assessment to determine whether 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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