Sentence examples for assessing academic outcomes from inspiring English sources

The research on brain development and student learning shows us that infants, toddlers and preschoolers learn much more effectively when they learn through play and exploring their world with their peers and with a helping hand from a teacher or provider than through a rigid emphasis on assessing academic outcomes.

Though we did not specifically assess academic achievement as an outcome, we found a positive correlation between breakfast consumption and more study hours especially over weekends across school type and gender.

This will extend our measured outcomes beyond sleep and psychosocial outcomes to directly assess academic skills and school adjustment.

HOW to assess academic performance?

Academic outcomes were assessed using standardised, age-adjusted total scores from results on the Key Stage 2 (KS2) examinations taken during the final year at primary (elementary) school, at ages 10 11 years.

Academic outcomes were assessed using standardised, age-adjusted total scores from results on the Key Stage 2 (KS2) examinations taken in the final year at primary school (at ages 10 11 years).

Collectively, findings suggest the feasibility of online behavioral measures to assess noncognitive individual differences that predict academic outcomes.

A study by CAEL (Fueling the Race to Postsecondary Success) of more than 62,000 adult students at 48 postsecondary institutions found that those who had their prior learning assessed for academic credit had better academic outcomes, particularly in terms of persistence and graduation rates.

More studies of the effects of long-acting MPH formulations in pre-school children, both within age-appropriate laboratory school settings and assessing their impact in more naturalistic settings on developmental and academic outcomes would also be of interest.

Written tests and exercises ranked as the second and third most common assessment procedures used by pre-primary and primary teachers, respectively, suggesting an emphasis on the measurement of academic outcomes rather than skills, which are best assessed through the use of activities and observational techniques.

Our results, along with those of others (Maas 2009; McCauley et al. 2012; McCrea et al. 2013), call for further efforts to prospectively follow-up with concussed athletes and collect the recommended core sub-acute and chronic CDEs, to assess the short- and long-term outcome data after a concussion including academic outcomes.