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The High School Survey of Student Engagement (HSSSE) is a survey designed to investigate student engagement: the attitudes, perceptions, and beliefs of high school students about their work. The survey was the central component of a research and professional development project directed by the Center for Evaluation & Education Policy (CEEP) at ...
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
High-stakes tests have been blamed for causing sickness and test anxiety in students and teachers, and for teachers choosing to narrow the curriculum towards what the teacher believes will be tested. In an exercise designed to make children comfortable about testing, a Spokane, Washington newspaper published a picture of a monster that feeds on ...
The report also stimulated vigorous reaction from educational researchers who believed, to the contrary, that schools could make a significant difference on student achievement. Their research formed the foundation of the 'Effective Schools Movement', and enabled them to assert that "all children can learn and that the school controls the ...
Value-added modeling (also known as value-added measurement, value-added analysis and value-added assessment) is a method of teacher evaluation that measures the teacher's contribution in a given year by comparing the current test scores of their students to the scores of those same students in previous school years, as well as to the scores of other students in the same grade.
In the 1980s, Jacquelynne Eccles expanded this research into the field of education. [1] According to expectancy–value theory, students' achievement and achievement related choices are most proximally determined by two factors: [1] expectancies for success, and subjective task values. Expectancies refer to how confident an individual is in ...
Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, professionalism, and awareness of high-needs students. Dominance is defined as the teacher's ability to give clear purpose and guidance concerning student behavior and their academics.