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A needs assessment is a systematic process for determining and addressing needs, or "gaps", between current conditions, and desired conditions, or "wants". [1]Needs assessments can help improve policy or program decisions, individuals, education, training, organizations, communities, or products.
Academic Torrents [1] [2] [3] [4] [5] [6] is a website which enables the sharing of research data using the BitTorrent protocol. The site was founded in November 2013 ...
The incorporation of classroom assessment techniques is an age-old concept which teachers have been using and practicing for years. Whether a teacher uses a technique learned in training, or simply a strategy conjured up on their own, teachers need to know if their methods are successful and many feel that the desire to understand students' comprehension is instinctive.
ERIC provides access to 1.5 million bibliographic records (citations, abstracts, and other pertinent data) of journal articles and other education-related materials, with hundreds of new records added every week. A key component of ERIC is its collection of grey literature in education, which is largely available in full text in Adobe PDF ...
(and the corresponding index file, pages-articles-multistream-index.txt.bz2) pages-articles.xml.bz2 and pages-articles-multistream.xml.bz2 both contain the same xml contents. So if you unpack either, you get the same data. But with multistream, it is possible to get an article from the archive without unpacking the whole thing.
Library assessment is a process undertaken by libraries to learn about the needs of users (and non-users) and to evaluate how well they support these needs, in order to improve library facilities, services and resources.
The primary focuses of the archive were curriculum, assessment and initial frameworks for training teachers at schools with children ages 3–19. The website was funded by the Qualifications and Curriculum Development Agency (QCDA) with content managed by the National Foundation for Educational Research (NFER).
The GAISE document provides a two-dimensional framework, [11] specifying four components used in statistical problem solving (formulating questions, collecting data, analyzing data, and interpreting results) and three levels of conceptual understanding through which a student should progress (Levels A, B, and C). [12]