Sentence examples for judging student from inspiring English sources

But the administration and Democrats in Congress had repeatedly promised to make important changes to it this year, including some that would alter judging student performance.

Ms. Manne found Michael Burke's 22-minute "Fishbelly White," about the travails of a farm boy bullied into proving he is not gay, while she was judging student projects at the New York University Film School.

Assessors may have used different schemas in judging student performance, in a process that has similarities to clinical reasoning [ 16].

The task category contains statements about what, why and how assessors are instructed to assess and participants' perceptions of these guidelines as well as remarks about the standards they adopted in judging student performance.

Also, when assessors with little domain-specific knowledge have difficulty processing divergent pieces of information in judging student performance on ill-structured problems, they are likely to resort to non-domain specific heuristics to guide their judgment, unlike domain experts, who have developed ways to structure such problems in their area of expertise (Voss and Post 1985).

• To the Editor: When will America realize that judging students and teachers by test scores fosters mediocrity?

She bristled at the thought of judging students by test scores and shunned the idea of ranking schools.

Now here's a radical idea: How about judging students' school achievement based on the work they produce under normal classroom conditions?

After all, if the professor teaching "Introduction to Congress" (the course on which the cheating occured) had been comfortable judging students by their shared work, he might not have needed to specify, "Students may not discuss the exam with others".

(2) Should the selection and usage of theory be adopted as criterion for judging students' competence in scientific explanation construction?

In this study, open-mindedness is perceived as teachers' not judging students' answers based on a standard of "correct or incorrect," but in a neutral way, accepting students' initiatives and metaphors, allowing students' responses to determine the direction of lessons and a shift in instructional strategies, and encouraging students to ask questions (Brooks and Brooks 1993; Watson 2001).