Search results
Results from the WOW.Com Content Network
Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that ...
Value-added measure use longitudinal measures of student achievement to estimate the growth in student learning that can be attributed to individual teachers. If the students of a specific teacher demonstrate growth in learning better than predicated on standardized tests, the teacher is said to be effective; if the students score below the ...
The intended outcome is the goal for improved student behavior towards which the school community aims. The goals must be measurable, and must clearly be the result of implementing the PBIS model. [8] Outcomes of a successful PBIS framework with a school can be measured in both behavior data and academic achievement of the students in the school.
Students are viewed as "empty vessels" whose primary role is to passively receive information (via lectures and direct instruction) with the end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information on to their students. In this model, teaching and assessment are viewed as two separate entities.
The decision should be based on multidimensional sources of data including teacher and parent interviews, as well as classroom observations. [47] Decisions should take the students unique cultural, linguistic, and experiential backgrounds into consideration, and should not be strictly based on assessment results.
These scores were not disclosed to teachers. Teachers were told that some of their students (about 20% of the school chosen at random) could be expected to be "intellectual bloomers" that year, doing better than expected in comparison to their classmates. The bloomers' names were made known to the teachers.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
Student-directed teaching is a teaching technology that aims to give the student greater control, ownership, and accountability over his or her own education. Developed to counter institutionalized, mass, schooling, student-directed teaching allows students to make their own choices while they learn in order to make education much more meaningful, relevant, and effective.