Sentence examples for achievements on test from inspiring English sources

Then, the policy-driven reforms have focused largely on outputs, i.e. achievements on test scores, without the same attention given to the sufficiency of inputs (adequate resources, especially in poor schools) and the quality of throughputs (the educational process itself).

"The policy-driven reforms have focused largely on outputs, i.e. achievements on test scores, without the same attention given to the sufficiency of inputs (adequate resources, especially in poor schools) and the quality of throughputs (the educational process itself)." - Jonathan Jansen.

The Education Commission of the States says that 30 states require that evaluations include evidence of student achievement on tests, and at least 13, and the District of Columbia, use achievement measured by test scores for half or more of a teacher's rating.

A separate law passed in 2011 allows teacher evaluations to be used in tenure and layoff decisions.. Chicago's teachers say they would accept a rating where 25 percent was based on student achievement on tests, but balk at the increase to 40 percent, higher than the state standard.

The experimental condition was hypothesized to foster greater achievement on tests for synthesis, integration and retention of knowledge and to be more favorably rated by users.

Those nine studies suggested that students could increase their achievement on tests if their teacher spent more than two days training annually.

Additionally, optional online quizzing has been associated with increased achievement on tests in a college educational psychology classroom, but student participation was low, resulting in data gathered specifically from the self-selected population of those students choosing to take these optional quizzes (Johnson, 2006).

For example, this allows the comparison of a child's achievement on a test with easy questions with the achievement of another child on a test with difficult questions.

They examined the self-assessments of American students in Grades 3 to 9 and found that agreement between the assessments and the students' achievement scores on tests were generally low.

But purely objective standards cannot be applied because grades in themselves are not purely objective, being subject to variations in the rigorousness of instruction, while achievement on objective test scores can be improved by the use of preparation courses and coaching.

Relative achievement on IQ test can be considered a longitudinally stable type of information, as it is known to vary little over time (Neisser et al., 1996).