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In 2010, Texas Commissioner of Education Robert Scott announced the successor to the TAKS, STAAR. The STAAR had intensified rigorousness and end-of-course assessments, instead of a unified 9th, 10th, and 11th-grade Mathematics, ELA, Science, and Social Studies test. Therefore, one would take an Algebra I test in order to pass Algebra I, and so on.
The State Council sought to accelerate the development of social credit and, in 2014, issued the Planning Outline for the Construction of a Social Credit System (2014-2020). [ 16 ] : 78 The Planning Outline was a major step in China's approach to developing a social credit system; before the 2014 Planning Outline , there had been only one high ...
The Basic Education Certificate Examination (BECE) is the main examination to qualify students for admission into secondary and vocational schools in Ghana, [1] and Nigeria. [ 2 ] [ 3 ] It is written after three years of junior secondary education. [ 4 ]
One of these five subjects must be math or science. Additionally two languages must be among the five subjects, if humanities is the intended field of study at the German university. If the intended subject at the German university is outside the humanities, one language is sufficient among the five subjects graded with at least "credit". [6]
The dictionary may include synonyms and an index, but must not include definition of words. Test administrators or proctors are also not allowed to read aloud to the student any of the questions, passages, prompts, or answer choices in the English language or their first language during the test. Georgia: Georgia Department of Education
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
The vision of the standards-based education reform movement [9] is that all teenagers will receive a meaningful high school diploma that serves essentially as a public guarantee that they can read, write, and do basic mathematics (typically through first-year algebra) at a level which might be useful to an employer. To avoid a surprising ...