Sentence examples for student capability from inspiring English sources

We need a system which recognises the need for different types of equally valued higher and further education (academic and technical, theoretical and practical) and which matches student capability with appropriate courses and institutions.

However, there is scope for many institutions to learn from these approaches and consider how raised awareness of the global economy, or experience of global living, will benefit the development of both student capability and mindset.

Cognitive activation Two items asked for the students' perception regarding whether their accounting teacher adapts his/her performance expectations and claims to student capability (coak; e.g., "Our accounting teacher asks questions of different levels of difficulty depending on how capable a student is").

For a single student on one assessment task, 11% of the variance in scores was due to true differences in student capability.

Within generalisability theory, we estimated the contribution that each wanted factor (i.e. student capability) and unwanted factors (e.g. the impact of assessors) made to the variation in portfolio task scores.

From the perspective of generalisability theory, signal comes from the student capability and noise comes from a number of variables and their interactions including the number of assessors, the number of portfolio tasks, as well as the process of combining the differing tasks.

Around a third of Indian graduates will remain unemployed, despite employers bemoaning a lack of skilled recruits.Varun Aggarwal of Aspiring Minds, a company that surveys student capabilities, estimates that if university exams were run properly, 70% of students would fail.

Furthermore, Angelo and Cross (1993) designate that concept maps develop student capabilities in definite critical areas.

These perceptions are important, influenced by the supports and tools being tractable, and giving a feel of enlarging student capabilities.

This approach establishes an authentic learning environment (Meyers & Nulty, 2009) and is considered as best practice in developing student capabilities (McWilliams & Allan, 2014).

In this qualitative study I researched how five fifth-grade teachers' beliefs in student capabilities influenced their curricular decision-making in daily activities with the History Alive! textbook.