Sentence examples for a benchmark assessment from inspiring English sources

To address this issue, this study proposes a benchmark assessment of English teachers' classroom English use consisting of four independent but mutually related scales in the hope that teachers can use these scales for self-reflective professional development.

This case study describes the theoretical aspect of the development of a benchmark assessment for use in English language classrooms with Japanese teachers of English as a foreign language (EFL).

In comparison to a benchmark assessment from 1998 (Wilcove et al. BioScience 48 607-615) we find little difference in threat prevalence, though temporal trends suggest increasing frequency of nearly all threats.

Finally, developing a multifaceted benchmark assessment for classroom language use requires a long-term cyclical process of careful item selection, implementation of field-testing and follow-up revisions.

Nicholas R. Lardy, an expert on the Chinese economy at the Peterson Institute for International Economics in Washington and the author of "Sustaining China's Economic Growth After the Global Financial Crisis," called the report a thorough benchmark assessment of China and its economy.

The result was however inconsistent as a 3D graphics benchmark assessment using Passmark returned a score that was only approximately 1.45 times better than the iPhone 4S.

The present case study examines the ideal assessor conditions after thorough review on assessor bias from the language testing/assessment research, while the development of assessment benchmarks for use in Japan is discussed based on a high-stakes benchmark assessment for teachers of EFL in Hong Kong.

Students playing versions of SURGE Classic demonstrated high engagement and modest but statistically significant learning gains on items based on the Force Concept Inventory (FCI), which is a widely known benchmark assessment for conceptual understanding of Newtonian dynamics at the undergraduate level (Hestenes and Halloun 1995; Hestenes et al. 1992).

This is because the compilation of such information would be an onerous, if not impossible, task and the implementation of the Code commenced prior to any benchmark assessments having been made, except on the state of living resources.

However, the research also suggests the LPATE's CLA can be an example that our benchmark assessment can be safely based on and developed from.

Inspired by CEFR, this benchmark assessment grid consists of a) a set of reference levels as three Stages and b) a one-page open-ended inventory describing the professional skills required of language teachers.