Search results
Results from the WOW.Com Content Network
The Information-Motivation-Behavioral Skills (IMB) model is a theoretical framework developed by Jeffrey D. Fisher and William A. Fisher in 1992. [1] Initially designed to understand and promote HIV -preventive behaviors, the IMB model has since been applied to various health-related behaviors and interventions.
The Common Education Data Standards (CEDS) project is a United States national collaborative effort [1] to develop voluntary, common data standards for a key set of education data elements to streamline the exchange, comparison, and understanding of data within and across P-20W institutions and sectors. [2]
A standards-based test is an assessment based on the outcome-based education or performance-based education philosophy. [11] Assessment is a key part of the standards reform movement. The first part is to set new, higher standards to be expected of every student. Then the curriculum must be aligned to the new standards.
The ISO/IEC 11179 model is a result of two principles of semantic theory, combined with basic principles of data modelling. The first principle from semantic theory is the thesaurus type relation between wider and more narrow (or specific) concepts, e.g. the wide concept "income" has a relation to the more narrow concept "net income".
Two important features characterized the education reforms of this movement. First, as in other fields of public service provision, a focus on outcomes and results became crucial. This type of performance evaluation required the definition of both particular standards and broader objectives in the pursuit of educational goals.
SOURCE: Integrated Postsecondary Education Data System, College of William and Mary (2014, 2013, 2012, 2011, 2010). Read our methodology here. HuffPost and The Chronicle examined 201 public D-I schools from 2010-2014. Schools are ranked based on the percentage of their athletic budget that comes from subsidies.
Academic standards are the benchmarks of quality and excellence in education such as the rigour of curricula and the difficulty of examinations. [1] The creation of universal academic standards requires agreement on rubrics, criteria or other systems of coding academic achievement. [ 2 ]
Standards outline what students need to know, understand, and be able to do. Standards should be developmentally appropriate and relevant to future employment and education needs. [15] Standards should generally be written so that all students are capable of achieving them, and so that talented students will exceed them.