subject:( High stakes assessment assessment administered which is used to rate the school AND can be used in a teacher evaluation Additionally it can also be used in the placement OR promotion decisions for students)

You searched for subject:( High stakes assessment assessment administered which is used to rate the school AND can be used in a teacher evaluation Additionally it can also be used in the placement OR promotion decisions for students). Showing records 1 – 4 of 4 total matches.

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Texas A&M University

1. Rutherford, Kitty Carrow. Guiding Classroom Instruction Through Formative Mathematics Assessment.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/169583

► In North Carolina, Local Education Agencies (LEA) control the curriculum resources used to teach and assess the state mathematics standards. Districts that have funds can… (more)

▼ In North Carolina, Local Education Agencies (LEA) control the curriculum resources used to teach and assess the state mathematics standards. Districts that have funds can purchase costly commercially-made assessments which may or may not align to the standards. When using commercial materials feedback is typically not provided in a timely or useful manner that allows for effective changes in classroom instruction. Districts without the funds use teacher created assessments which again may or may not align to standards and the results may or may not be interpreted in a way that easily informs classroom practices. The quality of the commercial or teacher-made assessments typically are comprised of items that tend to have a low cognitive demand, focused on recall, and in a format, that does not mirror the state-created high-stakes Endof- Grade (EOG) assessments. According to most district leaders, many teachers do not value or understand how to use the results of commercial or district made assessments to formatively guide classroom instruction and improve student learning outcomes in mathematics. In this study, a mixed methods approach is used to research minimum increases in students’ mathematics proficiency levels. The quantitative portion of this study focuses on the extant data of mathematics proficiency level scores. The qualitative portion focuses on data collection through interviews with teachers to better understand how teachers used the quarterly assessments to guide classroom instruction. iii To explore a possible solution to the problem of minimum increase in student mathematics proficiency levels, the North Carolina (NC) Department of Public Instruction’s accountability division developed state formative quarterly assessments. These assessments are highly aligned to the mathematics standards, have high cognitive demanding items, provide timely feedback and use the same format as the high stakes state EOG assessments. Teachers from six different schools were interviewed. Interviews were coded and themes evolved. The teachers who demonstrated substantial student proficiency level growth had a solid understanding of the purpose of formative assessments and how to use the data to guide classroom instruction. They felt the use of the formative assessments’ feedback changed their classroom instruction significantly and helped them to build a deeper understanding of the standards themselves. The teachers collaboratively planned and used error analysis to focus on interventions and enrichment. They realized students needed to make sense of problems and to explain their thinking and reasoning to build a deeper mathematical understanding. Teachers made changes in their teaching practices by focusing more on application, not just on computation. Teachers also realized they had to change their instruction by providing high cognitive demanding tasks daily. Their willingness to use the state-created formative assessments to make change improved student mathematics proficiency levels. Advisors/Committee Members: Capraro, Mary M (advisor), Capraro, Robert M (advisor), Burlbaw, Lynn M (committee member), Musoba, Glenda (committee member).

Subjects/Keywords: • Formative assessments – a process used when the teacher obtains information about the student’s understanding of a concept and uses it to adjust their next steps in teaching to facilitate student’s learning; • High-stakes assessment - assessment administered which is used to rate the school and can be used in a teacher evaluation. Additionally, it can also be used in the placement or promotion decisions for students; • High cognitive demanding item – an assessment or instructional item which requires a mental act or process using knowledge; • Prompt feedback – feedback data provided from an assessment which are returned in a timely manner, typically one to two days that facilitates actions to improve teaching and or learning. •

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rutherford, K. C. (2017). Guiding Classroom Instruction Through Formative Mathematics Assessment. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169583

Chicago Manual of Style (16^th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Doctoral Dissertation, Texas A&M University. Accessed February 28, 2021. http://hdl.handle.net/1969.1/169583.

MLA Handbook (7^th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Web. 28 Feb 2021.

Vancouver:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/1969.1/169583.

Council of Science Editors:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169583

2. Silva, Sónia Sofia Mendes. Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano.

Degree: 2016, Universidade de Évora

URL: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18734

► Os comportamentos e as relações entre pares na escola são importantes para o desenvolvimento social e pessoal dos jovens. A influência exercida pelos pares pode… (more)

▼ Os comportamentos e as relações entre pares na escola são importantes para o desenvolvimento social e pessoal dos jovens. A influência exercida pelos pares pode ser positiva ou negativa. Esta investigação visa conhecer as perceções que os jovens têm sobre os comportamentos e relacionamentos adequados/desadequados entre pares. Participaram no estudo 16 estudantes do 9ºano, do sexo masculino, identificados como tendo bom/mau comportamento. A recolha dos dados foi realizada através de questionário constituído por questões abertas. Os dados foram tratados qualitativa e quantitativamente. Os bons e maus comportamentos são conceptualizados por relação com atitudes individuais e relacionais. A perceção dos professores sobre o comportamento dos jovens é diferente da perceção que estes têm do seu próprio comportamento. Os alunos consideram maioritariamente não serem influenciados pelos pares, nem exercerem influência sobre eles. A promoção do relacionamento entre pares é vista como passando pela realização de atividades especificas. O grupo de alunos identificado com mau comportamento apresenta menor variedade conceptual; ABSTRACT: The behaviors and relationships in peers at school are important to the social and personal development of young people. The influence exerted by peers can be positive or negative. This research aims to analyses the perception that young people have about the appropriate/inappropriate behaviors and relationships among peers. Sixteen male students of the 9thyear made part of this study, indentified with bad/good behavior. The data collection was made through questionnaires consisted of open questions. The data was evaluated qualitatively and quantitatively. The good and bad behaviors are conceptualized by individual and relational attitudes. The teachers’ perception of the behavior is different from the perception that the young people has of themselves. The majority of the students do not consider themselves as an influence to the peers, and not even the peers as an influence to them. The promotion of peer relationship is seen as through the realization of specific activities. The student group which was identified with bad behavior presents a lower conceptual variety. Advisors/Committee Members: Grácio, Mª. Luísa.

Subjects/Keywords: Comportamentos adequados e desadequados; Relações entre pares; Escola; Alunos; Competências sociais e pessoais; The behaviors and relationships in peers at school are important to the social and personal development of young people. The influence exerted by peers can be positive or negative. This research aims to analyses the perception that young people have about the appropriate/inappropriate behaviors and relationships among peers. Sixteen male students of the 9thyear made part of this study, indentified with bad/good behavior. The data collection was made through questionnaires consisted of open questions. The data was evaluated qualitatively and quantitatively. The good and bad behaviors are conceptualized by individual and relational attitudes. The teachers’ perception of the behavior is different from the perception that the young people has of themselves. The majority of the students do not consider themselves as an influence to the peers, and not even the peers as an influence to them. The promotion of peer relationship is seen as through the realization of specific activities. The student group which was identified with bad behavior presents a lower conceptual variety.; Appropriate and inappropriate behaviors; Peers relations; School; Students; Social and personal competence

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Silva, S. S. M. (2016). Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18734

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Silva, Sónia Sofia Mendes. “Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano.” 2016. Thesis, Universidade de Évora. Accessed February 28, 2021. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18734.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Silva, Sónia Sofia Mendes. “Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano.” 2016. Web. 28 Feb 2021.

Vancouver:

Silva SSM. Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano. [Internet] [Thesis]. Universidade de Évora; 2016. [cited 2021 Feb 28]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18734.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silva SSM. Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano. [Thesis]. Universidade de Évora; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18734

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kristianstad University

3. Jönsson, Oskar. Ingen fara på taket : skolpersonal om anmälningsskyldighet.

Degree: Education and Environment, 2015, Kristianstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13678

Subjects/Keywords: Report of concern; school personnel; report duty; school; anxiety; child abuse and neglect (CAN); Orosanmälan; skolpersonal; anmälningsskyldighet; skola; oro; barn som far illa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jönsson, O. (2015). Ingen fara på taket : skolpersonal om anmälningsskyldighet. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13678

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jönsson, Oskar. “Ingen fara på taket : skolpersonal om anmälningsskyldighet.” 2015. Thesis, Kristianstad University. Accessed February 28, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13678.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jönsson, Oskar. “Ingen fara på taket : skolpersonal om anmälningsskyldighet.” 2015. Web. 28 Feb 2021.

Vancouver:

Jönsson O. Ingen fara på taket : skolpersonal om anmälningsskyldighet. [Internet] [Thesis]. Kristianstad University; 2015. [cited 2021 Feb 28]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13678.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jönsson O. Ingen fara på taket : skolpersonal om anmälningsskyldighet. [Thesis]. Kristianstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13678

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

4. Wang, Shiang-Kwei. Development research with cognitive tools : an investigation of the effects of a Web-Based Learning Environment on student motivation and achievement in high school earth science.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/20946

► This study is an example of development research with the twin goals of solving an educational problem at the local level and generalizing design principles… (more)

▼ This study is an example of development research with the twin goals of solving an educational problem at the local level and generalizing design principles that other educators and researchers can apply. The local problem involved a high school science teacher from the northeast Georgia who reported that his tenth grade students had low motivation and inadequate achievement with respect to learning earth science. Working closely with the science teacher, a Web-Based Learning Environment (Web-LE) was designed by a group of graduate students and faculty in the Department of Instructional Technology at University of Georgia to improve the students' motivation and achievement in the context of topic of fossilization. Development research was the most appropriate methodology for this study because of its capacity to have direct impact on teaching and learning while also yielding generalizable design principles. For approximately twenty-two months, the team worked closely with the teacher to define the instructional problems, clarify the traits of his learners, understand the context for implementation, and create alternative solutions. Several factors (challenge, control, curiosity, and fantasy) for increasing students' intrinsic motivation were involved in the design of Web-LE. The team met frequently with the teacher to revise the prototype Web-LE. A pilot study was conducted in the middle of the production phase to evaluate the usability of the Web-LE and ensure that the design met the teacher's needs. The Web-LE was implemented in the teacher’s 10th grade classroom in January and February 2003 as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, an observational protocol, and analysis of student responses to a teacher-created assignment. The assignment was designed to encourage students to use the Web-LE as a cognitive tool to solve higher order problems. Findings revealed that the Web-LE and associated student-centered learning activity improved students' motivation and enabled the students to visualize the various conditions of fossilization at a level not attained before. The teacher expressed the belief that student achievement improved significantly, and stated that he intended to use the Web-LE with other classes in the future. This study suggests that educational researchers should maintain strongly collaborative working relationships with teachers and school level technology specialists throughout the development research process to successfully solve instructional problems and increase the likelihood that instructional technology research will improve teaching and learning in practical ways. Specific design principles for the development of similar Web-LEs were also revealed.

Subjects/Keywords: This study is an example of development research with the twin goals of solving an educational problem at the local level and generalizing design principles that other educators and researchers can apply. The local problem involved a high school science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wang, S. (2014). Development research with cognitive tools : an investigation of the effects of a Web-Based Learning Environment on student motivation and achievement in high school earth science. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wang, Shiang-Kwei. “Development research with cognitive tools : an investigation of the effects of a Web-Based Learning Environment on student motivation and achievement in high school earth science.” 2014. Thesis, University of Georgia. Accessed February 28, 2021. http://hdl.handle.net/10724/20946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vancouver:

Wang S. Development research with cognitive tools : an investigation of the effects of a Web-Based Learning Environment on student motivation and achievement in high school earth science. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 28]. Available from: http://hdl.handle.net/10724/20946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wang S. Development research with cognitive tools : an investigation of the effects of a Web-Based Learning Environment on student motivation and achievement in high school earth science. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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