Sentence examples for assessment of classroom from inspiring English sources

The policy specified that attendance and a teacher's assessment of classroom performance should also carry substantial weight.

In addition, in line with the principles of CDST, this study used the real-time assessment of classroom speaking anxiety based on progression of four participants at 10 min intervals during five sessions.

The current pilot version of the assessment scales presented here represents an initial step toward a more complete and practical assessment of classroom English use by Japanese teachers of EFL.

The Assessment of Classroom Effectiveness (ACE) is a multiple-measure evaluation tool designed specifically for first-year teachers in our Teaching Fellows programs.

Recognising the limitations of classroom assessments of competency and in an attempt to move away from the 'E' (examination) element of the OSCE, the assessment was renamed as the Formative Assessment of Classroom Competencies (FACCs).

The Swanson, Kotkin, Agler, M-Flynn, and Pelham (SKAMP) scale, a clinician-rated assessment of classroom behavior with subscales for deportment (SKAMP-D) and attention (SKAMP-A) [ 14, 23], and the Permanent Product Measure of Performance (PERMP), a series of skill-adjusted, timed (10-min) math tests that measure ability to attend to work and effortful performance [ 24], were used.

Quality of implementation predicted variation in assessments of classroom functioning.

Several of her currently funded NSF grant deal areas of assessment studies of classroom material science pedagogical implementations; case studies in various engineering disciplines and; engineering faculty barriers to adopt evidence-based (or non-traditional) teaching methods.

Quality improvement plans were developed based on the results of the assessment of each classroom or family childcare home, followed by technical assistance targeted at improving the quality of the environment and teaching practice.

A post-hoc 6-item questionnaire was carried out five months after the course, asking them such questions as to what extent they felt the CLA benchmark can improve teacher English proficiency, or to what extent the assessment of teacher classroom English can be meaningful.

In the same research context, Alkharusi et al. (2014b) investigated how teachers' classroom assessment practices and students' perceptions of classroom assessment tasks related to student academic self-efficacy by collecting data from 1, 457 secondary school students and 99 teachers.