Sentence examples for achievements judgments from inspiring English sources

According to the expressivist, however, evaluative and normative claims of these kinds do not represent genuine cognitive achievements, judgments that are literally capable of being true or false.

Many measures exist, including peer nominations, checklists of creative activities and achievements, global judgments such as the consensual assessment technique (CAT), and facet-based measures such as the Creative Product Semantic Scale (CPSS).

It's not even seeing a procession of journalists present the same three criticisms of her past, while glossing over a career's worth of legal judgments, academic achievements and job accomplishments.

We need a clearer line between judgments about achievement and teaching, between the data of past performance and what inspectors see for themselves.

One of the main concerns focuses on how self-assessments correlate to other measures of achievement, such as teacher judgments and tests.

Using a large national database from New Zealand, we explored the relation between psychometrically designed standardized achievement results and teacher judgments in reading (N = 4771 students) and writing (N = 11,765 students) using hierarchical linear modelling.

The review discusses recent findings that bridge the research traditions of achievement motivation and judgment and decision making to ask how building opportunities for students to be successful into the design of learning and assessment tasks (without making them less challenging) affects students' memories of their experiences.

As magazine declared at the time, "To be compelled to pass judgment on the achievements and character of persons not yet deceased has hitherto been regarded as something not compatible with the legitimate functions of such an august publication as the Britannica.

Teacher judgments of student achievement are increasingly used for high-stakes decision-making, making it imperative that judgments be as fair and reliable as possible.

The aim of our research is the definition of an integrated decision support system for consensus achievement (IDSS-C) able to support a participative decision-making process in all its phases: problem definition and structuring, identification of the possible alternatives, formulation of participants' judgments, and consensus achievement.

Staff and students (M staff = 3.66, SD = 1.07; M students = 3.68, SD = 1.07) agreed that the focus of assessment should be on helping students to better understand how to handle a task (i.e. formative evaluation) rather than on formal judgment of students' achievements (i.e. summative evaluation).