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Subject specific comments appear beside the marks for each subject. Page 4 details the marking scale used on the report card, with spaces for Parent Comments and Signatures and for students to plan goals for the future. Possible marks include R (remediation required), I (insufficient evidence) D−, D, D+, C−, C, C+, B−, B, B+, A−, A, and A+.
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.
NAEP says, "Students who may be proficient in a subject, given the common usage of the term, might not satisfy the requirements for performance at the NAEP achievement level" [24] James Harvey, principal author of A Nation at Risk, says, "It's hard to avoid concluding that the word was consciously chosen to confuse policymakers and the public."
The California Assessment of Student Performance and Progress (CAASPP), known until February 2014 as the Measurement of Academic Performance and Progress (MAPP), measures the performance of students undergoing primary and secondary education in California. In October 2013, it replaced the Standardized Testing and Reporting (STAR) Program.
The Pygmalion effect is a psychological phenomenon in which high expectations lead to improved performance in a given area and low expectations lead to worse performance. [1] It is named after the Greek myth of Pygmalion , the sculptor who fell so much in love with the perfectly beautiful statue he created that the statue came to life.
The negativity bias, [1] also known as the negativity effect, is a cognitive bias that, even when positive or neutral things of equal intensity occur, things of a more negative nature (e.g. unpleasant thoughts, emotions, or social interactions; harmful/traumatic events) have a greater effect on one's psychological state and processes than neutral or positive things.
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Negative conclusion from affirmative premises (illicit affirmative) – a categorical syllogism has a negative conclusion but affirmative premises. [11] Fallacy of the undistributed middle – the middle term in a categorical syllogism is not distributed. [13] Modal fallacy – confusing necessity with sufficiency. A condition X is necessary ...