Sentence examples for are consistent with students from inspiring English sources

In this way, students' LS are dynamically and constantly revised and corrected, leading to fine-tuned SMs, which are consistent with students' real LS (in our work, the concept of consistency indicates whether the SM describes correctly the student's LS).

Assuming that time spent playing games correlates with game experience, these numbers are consistent with students' self-ratings on game experience: 11% rated themselves as being not experienced with playing games on the computer, 48% as somewhat experienced, 27% as experienced, and 14% as very experienced.

We posit that their higher science attainment value is consistent with students who were recommended for a voluntary afterschool program by their teachers, and who agreed to participate.

We have no evidence on high school course taking, but the high school grade inflation we observe is consistent with students taking easier courses in high school.

Students' performance on decontextualized bar tasks involving continuous quantities was found to be consistent with students' level of unit coordination based on written work providing evidence for the validity of stage categorizations.

However, the movement toward institutions with weaker STEM programs could also be consistent with students enrolling at less competitive institutions to increase their chances of keeping a 3.0 GPA to retain HOPE.

This is consistent with students' actual use of rubrics where they articulated that they, rarely, and most of the time, do not read the rubrics before their performance assessment.

Although the results of the pilot study were consistent with students having interpreted the question as "Organisms A and B have a recent common ancestor," none of the students' definitions of common ancestor included the word 'recent' or emphasized the ancestor being recent.

These reports were consistent with students' responses to an open-ended question that appeared on an informal, pre-course survey that had been administered to students in the evolution course as well as three previous iterations of the course on evolution at AGS.

A further difficulty with using first year GPAs is that it appears that HOPE led to an increase in grades, which is consistent with students taking actions to improve their grades, and that the increase was larger for non-STEM majors than for STEM majors.

The Innate Interest motivational orientation is consistent with students acting as autonomous agents in their learning.