Sentence examples for measuring proficiency from inspiring English sources

The next section briefly describes an overview of the method for automatically generating questions, followed by the "Method 1: measuring proficiency of English learners" section and "Method 2: similarity with human-made questions" section describing these two kinds of experiments and analysis of the results in detail.

These experiments showed the progression from the earlier methodological approach used for measuring proficiency between novice and experienced programmers with CCT (more commonly called traditional statistical measures), to adopting a more comprehensive unidimensional scale that empowers comprehension of human performance and test item performance relative to each other.

We show the progression from the earlier approach used for measuring proficiency between novice and experienced programmers using traditional statistical measures, to adopting a more comprehensive unidimensional scale that empowers comprehension of human performance and test item performance relative to each other.

Apparently research has shown that the New York State tests were not adequately measuring proficiency.

In an op-ed article in The Washington Post, the officials, both Republicans, said the federal government should adopt the National Assessment of Educational Progress as a nationwide standard for measuring proficiency, rather than letting states set their own standards.

That 2002 law required states to show yearly progress in the number of students who were proficient in English and math, although it allowed states to measure proficiency in their own ways.

When asked about her views on using student assessments to measure proficiency or growth, she was unable to distinguish between the two measurements.

"I would like your views," Senator Al Franken said to Betsy DeVos, the Education Secretary-designate, at her confirmation hearing, on Tuesday, "on the relative advantage of doing assessments and using them to measure proficiency or to measure growth".

While the House bill specifies that states must measure proficiency in specific skills by grade level, the Senate allows states to continue using tests that measure progress in relation to the performance of other students, as a handful now do.

When asked by Senator Al Franken about whether student test scores should be used to measure proficiency or growth, she did not appear to be familiar with the debate, much discussed in educational circles, over that distinction.

A few common themes surface from such approaches: It appears that the best way to compare widely different institutions and the students they serve is to measure proficiency in writing, communication, critical thinking, and problem-solving skills, rather than rote learning of subject material.