Sentence examples for measurements of learning from inspiring English sources

The aims, challenges, and solutions concerning the large-scale assessment of early child capacities and skills as well as the measurements of learning environments that impact early developmental progress are presented and discussed.

But forcing teachers to rigidly adhere to preplanned "objectives" and specific measurements of "learning outcomes" has the effect of forcing teachers to be insensitive to where children are at that moment, to shun innovation, and to close down inquiry.

Philip Altbach, director of the Center of International Higher Education at Boston College, says any measurement of learning gain should take differences between elite and other kinds of institutions into account.

In other words, when you use performance in higher classes as the measurement of learning in the previous class, the correlation between learning and positive evaluations breaks down; it becomes plausible that it was the grade, not the actual learning, that got the kids so psyched about their freshman econ professor.

Its monitoring facilities allow for on-line measurement of learning behavior.

The study shows that the institutional challenges for the application of the designed curriculum were: a) the issue of time, b) the measurement of learning results, and c) the difficulty of a systemic change.

A measurement of learning achievements project has been initiated to help teachers assess school effectiveness and learning outcomes among their students.

PJ has expertise in instructional design, measurement of learning outcomes, academic program accreditation, educational needs assessment, application of learning technologies and certification and licensure of health providers.

The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses.

Animals that failed to extend their proboscis during US application (n = 18 of ntotal = 332) were discarded to ensure that poor responsiveness to the US did not confound the measurements of acquisition learning scores.

This operator was not blinded to the measurements but the calculation of learning curve was a post hoc analysis and not the initial intention of the original study.