The CogAT is administered to third graders in WCPSS to assess cognitive abilities. Scores are used for educational planning and determining eligibility for gifted programs. The CogAT measures verbal, quantitative, and nonverbal reasoning. Composite scores combine results in these areas. Student profiles indicate relative strengths and weaknesses. Those scoring in the top 15% may qualify for further gifted testing using Iowa Assessments scores and other factors. The identification process involves committees that review data and recommend students for gifted services.
The document provides information about Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It discusses the various service delivery options for AIG students at different grade levels, including differentiation in the classroom, pull-out programs, and advanced courses. It also outlines the traditional identification process, which involves teacher and parent nominations, aptitude and achievement testing through several pathways or "gateways" to determine eligibility for AIG services. Once identified, students have a Differentiated Education Plan to describe their personalized instruction. Stakeholders who support AIG students include teachers, counselors, parents, and the AIG program staff.
The document summarizes the 3rd Grade Explorers program at Underwood Elementary School, which aims to provide enrichment activities for students demonstrating potential through partnership between the AIG teacher and 3rd grade classroom teachers. Whole class introductory lessons are followed by flexible small groups in language arts and math led by the AIG teacher based on observations of students' performance, products, communication, interest and motivation. Participation in small groups does not determine AIG identification, which uses informal indicators like grades and formal tests. Student portfolios may also be considered in the AIG identification process.
The document summarizes Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It outlines the AIG plan, service delivery options, identification process, and five gateway identification measures. Students identified as AIG receive differentiated instruction through options like cluster grouping, pull-out services, and advanced courses. The identification process involves nominations, testing, and reviewing informal and formal indicators. Students must meet criteria in one of five gateway measures that involve testing aptitude, achievement, and grade performance.
The document summarizes information about the Cognitive Abilities Test (CogAT) that is administered to third grade students, including an overview of the test sections and scores, how the data is used for educational planning and potential gifted identification, and the steps in the gifted identification process. It provides details on student profiles, national scores, and how CogAT scores and other factors are reviewed to determine eligibility for gifted services.
The document describes the 3rd Grade Explorers program at Underwood Elementary. It aims to provide enrichment activities and appropriately challenging instruction to students who demonstrate high academic potential or performance in language arts and math. The AIG teacher partners with 3rd grade teachers to provide introductory lessons and small group enrichment activities to students identified through observations, work samples, and test scores. The goal is to support all students in reaching their full potential through collaboration between teachers.
The document provides guidance on developing an effective Individual Professional Growth Plan (IPGP). An IPGP is a living document that establishes goals to directly improve student achievement. It should be reviewed annually with input from supervisors and colleagues. Effective IPGPs balance the needs of students, staff, schools and districts while focusing on student learning. Goals should be specific, measurable, attainable, results-oriented and time-bound (SMART) to improve teaching practices and increase student achievement. The document outlines the key components and development process for an effective IPGP.
A level from the perspective of Cambridge UniversityOfqual Slideshare
ย
The document discusses the role of A-Levels in university admissions from the perspective of Cambridge University. It finds that A-Level grades are a good indicator of success at Cambridge across most subjects except mathematics. Students from state and private schools who achieve the same A-Level grades tend to perform equally well. Preliminary results also show students who achieved A*A*A* grades significantly outperformed those with A*A*A. This suggests the A* grade and challenging curricula effectively measure potential. The document calls for some potential improvements like fewer resits and more exploratory learning in Year 12.
Grading in education involves applying standardized measurements to assess varying levels of achievement in a course. Grades are typically assigned as letters, ranges, percentages, or numbers out of a total. Some countries average all current class grades to calculate a grade point average (GPA), which is used by employers and educational institutions to evaluate applicants. TIP implements a grading system where grades are not calculated in the GPA for incomplete, withdrawn, or in progress courses. The GPA is calculated by multiplying grade points by credit hours and dividing total grade points by total credit hours.
The document provides information about Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It discusses the various service delivery options for AIG students at different grade levels, including differentiation in the classroom, pull-out programs, and advanced courses. It also outlines the traditional identification process, which involves teacher and parent nominations, aptitude and achievement testing through several pathways or "gateways" to determine eligibility for AIG services. Once identified, students have a Differentiated Education Plan to describe their personalized instruction. Stakeholders who support AIG students include teachers, counselors, parents, and the AIG program staff.
The document summarizes the 3rd Grade Explorers program at Underwood Elementary School, which aims to provide enrichment activities for students demonstrating potential through partnership between the AIG teacher and 3rd grade classroom teachers. Whole class introductory lessons are followed by flexible small groups in language arts and math led by the AIG teacher based on observations of students' performance, products, communication, interest and motivation. Participation in small groups does not determine AIG identification, which uses informal indicators like grades and formal tests. Student portfolios may also be considered in the AIG identification process.
The document summarizes Wake County Public School System's Academically or Intellectually Gifted (AIG) program. It outlines the AIG plan, service delivery options, identification process, and five gateway identification measures. Students identified as AIG receive differentiated instruction through options like cluster grouping, pull-out services, and advanced courses. The identification process involves nominations, testing, and reviewing informal and formal indicators. Students must meet criteria in one of five gateway measures that involve testing aptitude, achievement, and grade performance.
The document summarizes information about the Cognitive Abilities Test (CogAT) that is administered to third grade students, including an overview of the test sections and scores, how the data is used for educational planning and potential gifted identification, and the steps in the gifted identification process. It provides details on student profiles, national scores, and how CogAT scores and other factors are reviewed to determine eligibility for gifted services.
The document describes the 3rd Grade Explorers program at Underwood Elementary. It aims to provide enrichment activities and appropriately challenging instruction to students who demonstrate high academic potential or performance in language arts and math. The AIG teacher partners with 3rd grade teachers to provide introductory lessons and small group enrichment activities to students identified through observations, work samples, and test scores. The goal is to support all students in reaching their full potential through collaboration between teachers.
The document provides guidance on developing an effective Individual Professional Growth Plan (IPGP). An IPGP is a living document that establishes goals to directly improve student achievement. It should be reviewed annually with input from supervisors and colleagues. Effective IPGPs balance the needs of students, staff, schools and districts while focusing on student learning. Goals should be specific, measurable, attainable, results-oriented and time-bound (SMART) to improve teaching practices and increase student achievement. The document outlines the key components and development process for an effective IPGP.
A level from the perspective of Cambridge UniversityOfqual Slideshare
ย
The document discusses the role of A-Levels in university admissions from the perspective of Cambridge University. It finds that A-Level grades are a good indicator of success at Cambridge across most subjects except mathematics. Students from state and private schools who achieve the same A-Level grades tend to perform equally well. Preliminary results also show students who achieved A*A*A* grades significantly outperformed those with A*A*A. This suggests the A* grade and challenging curricula effectively measure potential. The document calls for some potential improvements like fewer resits and more exploratory learning in Year 12.
Grading in education involves applying standardized measurements to assess varying levels of achievement in a course. Grades are typically assigned as letters, ranges, percentages, or numbers out of a total. Some countries average all current class grades to calculate a grade point average (GPA), which is used by employers and educational institutions to evaluate applicants. TIP implements a grading system where grades are not calculated in the GPA for incomplete, withdrawn, or in progress courses. The GPA is calculated by multiplying grade points by credit hours and dividing total grade points by total credit hours.
Grading in education involves applying standardized measurements to assess varying levels of achievement in a course. Grades are typically assigned as letters, ranges, percentages, or numbers out of a total. Some countries calculate a grade point average (GPA) by averaging all current class grades, which can be used by employers or colleges. The document also outlines the grading scheme used by the Textile Institute of Pakistan, including grades that are not calculated in the GPA and how the GPA is calculated by credit hours. Charts in the document show student scores on tests and overall, indicating good teaching quality and student performance at the institute.
Grading in education involves applying standardized measurements to assess student achievement in courses. Grades are typically assigned as letters, ranges of numbers, percentages, or total numbers out of a possible total. Some countries calculate a student's grade point average (GPA) by averaging all grades from current classes, which can be used to assess applicants to employers or educational institutions. A cumulative GPA incorporates a student's average grades over their entire educational career.
Grading in education involves applying standardized measurements to assess student achievement in courses. Grades are typically assigned as letters, ranges of numbers, percentages, or total numbers out of a possible total. Some countries calculate a student's grade point average (GPA) by averaging all current class grades, measuring performance over time in middle school through high school. Potential employers or educational institutions may use a student's GPA to evaluate and compare applicants. The document then discusses the specific grading scheme used at the Textile Institute of Pakistan, including calculating GPA by multiplying grade points by credit hours and computing cumulative GPA.
This document outlines the goals and procedures of professional learning communities (PLCs) at Newsome High School for the 2014-2015 and 2015-2016 school years. It discusses how PLCs will be used to monitor literacy trends, increase collaboration between departments, and use assessment data to drive instruction with the goal of improving student achievement on standardized tests. Key aspects include having representatives from each department meet monthly to discuss data and professional development, as well as having instructional teams plan literacy activities and enhance literacy instruction across all subjects.
The National Achievement Test (NAT) is a standardized test administered in the Philippines to measure student achievement in key subjects at the end of elementary and secondary school. It aims to assess student performance, identify strengths and weaknesses, and guide education policy. The NAT includes multiple choice questions testing skills like critical thinking. Scores are reported as mean percentage scores and classified into quartiles, with no passing score. Results are intended to evaluate the education system and help teachers improve.
The document provides an overview of the Assessment and Evaluation Branch of the New Brunswick Department of Education and Early Childhood Development. It discusses the branch's responsibility for administering provincial, international, and pan-Canadian assessments. It also summarizes the province's assessment framework, focusing on literacy and numeracy assessments at various grade levels, exemptions and accommodations, and updates to assessment timetables. Testing in specific subject areas and languages is described for certain grades.
This document provides an action plan for Broward County schools to improve student achievement. It identifies targeted student groups in reading, math, science and writing based on FCAT performance. Recommendations are given to maintain or increase proficiency levels through intensive tutorials and aligning instruction to test specifications. The document also provides information on AYP, school grades, FCAT administration and the role of technology, Title I funding and monitoring plans to support student success.
The document discusses the Educational Planning and Assessment System (EPAS) and its College Readiness Standards (CRS). The CRS link student scores on the EXPLORE, PLAN, and ACT assessments to curriculum and instruction to improve academic achievement. The CRS provide benchmark scores that indicate students' readiness for college-level courses and the likelihood of earning certain grades. The document also examines strategies to better prepare students for college through high school coursework, teaching, and support systems.
GA Milestone Test examiner-training pre-adminKelli Schuyler
ย
This presentation provides information and guidance for test examiners administering Georgia Milestones End-of-Course (EOC) assessments. It discusses the EOC overview, guidelines for before, during, and after testing, who is required and exempt from taking EOCs, calculator policies, universal tools available to all students, item types on the assessments, and examples of technology-enhanced items in mathematics and English language arts. The goal is to ensure proper and standardized administration of the EOC exams in coordination with local district training.
The document summarizes Birmingham City University's use of the Collegiate Learning Assessment (CLA+) to measure students' critical thinking, problem solving, and writing skills. It discusses administering the CLA+ as an optional and compulsory assessment, finding issues with optional testing. When made compulsory in the Professional Development module, 201 first year students were tested and results analyzed by demographics. The university has now tested over 700 students total from 2015-2018 using the CLA+ as a diagnostic tool to measure learning gain.
This document provides information for parents about the college application process at Columbus School for Girls. It discusses the school's college counseling services, the current college admissions landscape, standardized testing, and tips for students. The school's college counseling focuses on helping each student find a good "match" and has a 100% college acceptance rate. It outlines the testing timeline and recommends preparation resources for standardized tests. The document aims to inform parents and students about current trends in college admissions.
Choice Based Credit Semester System pptAbbas Vattoli
ย
The document summarizes the Choice Based Credit Semester System (CCSS) implemented by the University of Calicut. Some key points:
1) CCSS divides the undergraduate program into 6 semesters over 3 years, with courses earning credits that add up to the required 120 credits to graduate.
2) Courses are categorized into common, core, complementary, and open courses. Students must earn a minimum C grade in each course to pass.
3) Student performance is evaluated through internal assessments (25% weight) and external exams (75% weight). Letter grades from A-E are assigned based on grade points.
4) A student's semester GPA (SGPA)
The document discusses a school's Academic Performance Index (API) score, which ranges from 200 to 1000. It provides details on how the API is calculated based on student test scores in different subject areas and performance bands. It then summarizes the school's specific API data over time, noting it decreased by 16 points from the previous year and fell short of its target goal. Areas of focus for improvement are identified.
Wyoming Accountability in Education Act - 1/16/14 PresentationJay Harnack
ย
This document provides an overview of Wyoming's accountability system called the Wyoming Accountability in Education Act (WAEA). It describes the school performance levels of Exceeds, Meets, Partially Meets, and Does Not Meet. It outlines the performance indicators of Achievement, Growth, Equity, and College and Career Readiness. It provides details on how achievement, growth, and equity are calculated for K-8 and high schools. It discusses the implementation of teacher and leader evaluations including the professional practice and student performance measures used to determine final performance levels. The timeline for phasing in the teacher and leader evaluation systems between 2013-2017 is also outlined.
The document summarizes anticipated changes to Georgia's student assessment program. It notes that Georgia will transition to a new assessment system aligned to college and career ready standards, consolidating reading, language arts, and writing assessments. This new system will be more rigorous, coherent across grades, and include online administration over time. The transition provides an opportunity for Georgia students to be better positioned nationally, but it also brings uncertainty that will be addressed through guidance on standards, sample items, and readiness indicators.
The Measure of Academic Progress (MAP) test is an adaptive assessment that provides individualized questions for students based on their responses. It measures student growth over time in reading, math, language usage, and science. MAP results include RIT scores that pinpoint student achievement levels and indicate concepts that require more instruction. These scores along with subtest performance are used by teachers to target instruction and by students and parents to understand strengths and areas for growth. While MAP provides useful information, teachers emphasize that classroom performance and work provide the fullest picture of a student's learning.
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
The document provides information about the Cognitive Abilities Test (CogAT) that is administered to third grade students in the WCPSS district. It explains that the CogAT is used for educational planning and program eligibility. It also outlines the scoring methodology including standard scores, percentiles, and profiles. Contact information is provided for those wanting additional details on gifted testing and identification processes.
The document summarizes information about the Cognitive Abilities Test (CogAT) administered to third grade students in the Wake County Public School System. It explains that the CogAT measures verbal, quantitative, and nonverbal reasoning and provides scores to help with educational planning, including identification for gifted programs. National age scores are provided on scales from 1 to 9 and as percentiles. The student's profile code indicates their pattern of strengths and weaknesses across the three sections. Scores at or above the 85th percentile make students eligible for further gifted testing using the Iowa Test of Basic Skills.
Grading in education involves applying standardized measurements to assess varying levels of achievement in a course. Grades are typically assigned as letters, ranges, percentages, or numbers out of a total. Some countries calculate a grade point average (GPA) by averaging all current class grades, which can be used by employers or colleges. The document also outlines the grading scheme used by the Textile Institute of Pakistan, including grades that are not calculated in the GPA and how the GPA is calculated by credit hours. Charts in the document show student scores on tests and overall, indicating good teaching quality and student performance at the institute.
Grading in education involves applying standardized measurements to assess student achievement in courses. Grades are typically assigned as letters, ranges of numbers, percentages, or total numbers out of a possible total. Some countries calculate a student's grade point average (GPA) by averaging all grades from current classes, which can be used to assess applicants to employers or educational institutions. A cumulative GPA incorporates a student's average grades over their entire educational career.
Grading in education involves applying standardized measurements to assess student achievement in courses. Grades are typically assigned as letters, ranges of numbers, percentages, or total numbers out of a possible total. Some countries calculate a student's grade point average (GPA) by averaging all current class grades, measuring performance over time in middle school through high school. Potential employers or educational institutions may use a student's GPA to evaluate and compare applicants. The document then discusses the specific grading scheme used at the Textile Institute of Pakistan, including calculating GPA by multiplying grade points by credit hours and computing cumulative GPA.
This document outlines the goals and procedures of professional learning communities (PLCs) at Newsome High School for the 2014-2015 and 2015-2016 school years. It discusses how PLCs will be used to monitor literacy trends, increase collaboration between departments, and use assessment data to drive instruction with the goal of improving student achievement on standardized tests. Key aspects include having representatives from each department meet monthly to discuss data and professional development, as well as having instructional teams plan literacy activities and enhance literacy instruction across all subjects.
The National Achievement Test (NAT) is a standardized test administered in the Philippines to measure student achievement in key subjects at the end of elementary and secondary school. It aims to assess student performance, identify strengths and weaknesses, and guide education policy. The NAT includes multiple choice questions testing skills like critical thinking. Scores are reported as mean percentage scores and classified into quartiles, with no passing score. Results are intended to evaluate the education system and help teachers improve.
The document provides an overview of the Assessment and Evaluation Branch of the New Brunswick Department of Education and Early Childhood Development. It discusses the branch's responsibility for administering provincial, international, and pan-Canadian assessments. It also summarizes the province's assessment framework, focusing on literacy and numeracy assessments at various grade levels, exemptions and accommodations, and updates to assessment timetables. Testing in specific subject areas and languages is described for certain grades.
This document provides an action plan for Broward County schools to improve student achievement. It identifies targeted student groups in reading, math, science and writing based on FCAT performance. Recommendations are given to maintain or increase proficiency levels through intensive tutorials and aligning instruction to test specifications. The document also provides information on AYP, school grades, FCAT administration and the role of technology, Title I funding and monitoring plans to support student success.
The document discusses the Educational Planning and Assessment System (EPAS) and its College Readiness Standards (CRS). The CRS link student scores on the EXPLORE, PLAN, and ACT assessments to curriculum and instruction to improve academic achievement. The CRS provide benchmark scores that indicate students' readiness for college-level courses and the likelihood of earning certain grades. The document also examines strategies to better prepare students for college through high school coursework, teaching, and support systems.
GA Milestone Test examiner-training pre-adminKelli Schuyler
ย
This presentation provides information and guidance for test examiners administering Georgia Milestones End-of-Course (EOC) assessments. It discusses the EOC overview, guidelines for before, during, and after testing, who is required and exempt from taking EOCs, calculator policies, universal tools available to all students, item types on the assessments, and examples of technology-enhanced items in mathematics and English language arts. The goal is to ensure proper and standardized administration of the EOC exams in coordination with local district training.
The document summarizes Birmingham City University's use of the Collegiate Learning Assessment (CLA+) to measure students' critical thinking, problem solving, and writing skills. It discusses administering the CLA+ as an optional and compulsory assessment, finding issues with optional testing. When made compulsory in the Professional Development module, 201 first year students were tested and results analyzed by demographics. The university has now tested over 700 students total from 2015-2018 using the CLA+ as a diagnostic tool to measure learning gain.
This document provides information for parents about the college application process at Columbus School for Girls. It discusses the school's college counseling services, the current college admissions landscape, standardized testing, and tips for students. The school's college counseling focuses on helping each student find a good "match" and has a 100% college acceptance rate. It outlines the testing timeline and recommends preparation resources for standardized tests. The document aims to inform parents and students about current trends in college admissions.
Choice Based Credit Semester System pptAbbas Vattoli
ย
The document summarizes the Choice Based Credit Semester System (CCSS) implemented by the University of Calicut. Some key points:
1) CCSS divides the undergraduate program into 6 semesters over 3 years, with courses earning credits that add up to the required 120 credits to graduate.
2) Courses are categorized into common, core, complementary, and open courses. Students must earn a minimum C grade in each course to pass.
3) Student performance is evaluated through internal assessments (25% weight) and external exams (75% weight). Letter grades from A-E are assigned based on grade points.
4) A student's semester GPA (SGPA)
The document discusses a school's Academic Performance Index (API) score, which ranges from 200 to 1000. It provides details on how the API is calculated based on student test scores in different subject areas and performance bands. It then summarizes the school's specific API data over time, noting it decreased by 16 points from the previous year and fell short of its target goal. Areas of focus for improvement are identified.
Wyoming Accountability in Education Act - 1/16/14 PresentationJay Harnack
ย
This document provides an overview of Wyoming's accountability system called the Wyoming Accountability in Education Act (WAEA). It describes the school performance levels of Exceeds, Meets, Partially Meets, and Does Not Meet. It outlines the performance indicators of Achievement, Growth, Equity, and College and Career Readiness. It provides details on how achievement, growth, and equity are calculated for K-8 and high schools. It discusses the implementation of teacher and leader evaluations including the professional practice and student performance measures used to determine final performance levels. The timeline for phasing in the teacher and leader evaluation systems between 2013-2017 is also outlined.
The document summarizes anticipated changes to Georgia's student assessment program. It notes that Georgia will transition to a new assessment system aligned to college and career ready standards, consolidating reading, language arts, and writing assessments. This new system will be more rigorous, coherent across grades, and include online administration over time. The transition provides an opportunity for Georgia students to be better positioned nationally, but it also brings uncertainty that will be addressed through guidance on standards, sample items, and readiness indicators.
The Measure of Academic Progress (MAP) test is an adaptive assessment that provides individualized questions for students based on their responses. It measures student growth over time in reading, math, language usage, and science. MAP results include RIT scores that pinpoint student achievement levels and indicate concepts that require more instruction. These scores along with subtest performance are used by teachers to target instruction and by students and parents to understand strengths and areas for growth. While MAP provides useful information, teachers emphasize that classroom performance and work provide the fullest picture of a student's learning.
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
The document provides information about the Cognitive Abilities Test (CogAT) that is administered to third grade students in the WCPSS district. It explains that the CogAT is used for educational planning and program eligibility. It also outlines the scoring methodology including standard scores, percentiles, and profiles. Contact information is provided for those wanting additional details on gifted testing and identification processes.
The document summarizes information about the Cognitive Abilities Test (CogAT) administered to third grade students in the Wake County Public School System. It explains that the CogAT measures verbal, quantitative, and nonverbal reasoning and provides scores to help with educational planning, including identification for gifted programs. National age scores are provided on scales from 1 to 9 and as percentiles. The student's profile code indicates their pattern of strengths and weaknesses across the three sections. Scores at or above the 85th percentile make students eligible for further gifted testing using the Iowa Test of Basic Skills.
This document discusses different grading systems used in education including absolute grading, relative grading, and common letter grade scales. Absolute grading involves assigning percentages based on how well a student's answers meet the requirements of a model answer. Relative grading compares students' performance to others taking the same test. Common letter grade scales range from A+ to F, with grade point values also defined. The document also defines terms related to grading like semester, semester grade point average, cumulative grade point average, credit points, and transcripts.
This document provides information about PSAT 8/9 results and resources for using Khan Academy for test preparation. It outlines how educators can access student score reports and view benchmark data. It also demonstrates how students can link their College Board and Khan Academy accounts to access personalized practice recommendations and full-length practice tests on Khan Academy. Teachers are encouraged to have students link these accounts and explore Khan Academy tools to support instruction before the next PSAT 8/9 administration.
The document describes a study conducted by N University's Office of Strategic Research and Analytics to understand factors that affect the likelihood of students accepting their offer of admission. The study analyzed data from 1268 admitted students across four program types. Variables like demographics, major, and time between application and decision were used. A binomial logistic regression model was developed to predict enrollment likelihood based on these factors. The final model showed that international students, those admitted to certificate programs, and those preferring online study were less likely to enroll, while veterans and those in blended fast-track programs were more likely.
COGAT is a multiple choice test that measures a student's learned reasoning abilities in three areas: verbal, quantitative, and nonverbal. The test provides several scores to understand a student's performance compared to their age group and nationally. These scores include standard age scores, stanine age scores, age percentile rank, and grade scores that indicate how a student compares locally and nationally in their age group. Understanding a student's COGAT scores can help teachers and parents identify strengths and weaknesses to better assist the student's learning.
The NEP2020 in India has emphasized competencies to be at the centre of school Education at all stages. The CBSE has offered an assessment framework at grade 3, 5 and 8 for schools to find the learning gaps.
This document discusses moving from general career and technical education (CTE) programs to more rigorous programs of study in Oklahoma. It defines programs of study as comprehensive approaches that deliver academic and CTE content to prepare students for postsecondary education and careers. It highlights several initiatives that promote this approach. It also discusses elements that make programs of study rigorous, such as incorporating secondary and postsecondary education, offering opportunities for students to earn postsecondary credits, and leading to industry-recognized credentials.
The document summarizes the DepEd K to 12 grading system for kindergarten through grade 12 in the Philippines. For kindergarten, progress is recorded through checklists and anecdotal records rather than numerical grades. For grades 1 to 12, grades are based on the weighted scores of summative assessments, including quarterly exams, written work, and performance tasks. Final grades are computed by converting raw scores to percentage scores, applying component weights, summing the weighted scores to get an initial grade, and then transmuting the initial grade using provided tables to determine the quarterly grade reported on report cards.
Assessment of students' performance grading systemsAlexander Decker
ย
This document discusses different student assessment and grading systems. It addresses:
1) Types of assessment instruments including non-weighted average scores, cumulative average scores, and cumulative average grade points.
2) Modes of student assessment including non-selective, graded pass/fail, and multiple levels of classification.
3) Parameters for effective grading systems including validity, reliability, transparency, and manageability.
4) Examples of grading systems from universities in the UK and Nigeria that classify student performance into different levels.
The document provides information on developing an appropriate grading system when using a cumulative grade point average to assess student performance.
SSS Student Satisfaction Survey in NAACSanjay Singh
ย
The document discusses the student satisfaction survey conducted by the National Assessment and Accreditation Council (NAAC) as part of the accreditation process for higher education institutions in India. It provides details about the context and purpose of the survey, the questionnaire structure and questions, the process of data collection and analysis, and how the results will affect the accreditation scoring. The survey uses a Likert scale and includes both objective and open-ended questions to assess various aspects of teaching and learning from the students' perspectives.
This document outlines SIAST's grading system and policies around student promotion. It discusses the different grade modes used, how grades are calculated into GPAs, policies for supplemental exams, incomplete grades, repeating courses, and academic progress. Minimum passing grades, failing grades, and the process for grade changes are defined. Transcripts are described as an accurate historical record of a student's academic progression.
1. The document discusses credit and semester systems in higher education, including definitions of key terms like credit, semester, choice based credit system (CBCS), and credit based semester system (CBSS).
2. It explains how credits are used to measure student workload and learning outcomes, and how grade points and letter grades are assigned to evaluate student performance in courses.
3. The summary also provides an overview of the benefits of academic credit systems, which include keeping track of student progress, determining degree requirements, and estimating program workload.
This document provides a summary of a student's ACT test scores and results. It includes the following information:
- The student's scores on the ACT subtests of English, Math, Reading, Science, and an optional Writing test. It also provides the student's Composite score, which is the average of the other subtest scores.
- Benchmark scores that indicate the student's likelihood of success in related college courses. Some subscores are below the benchmark while others are at or above.
- The student's national and state percentile ranks, showing what percentage of other test takers scored the same or lower. Ranks are provided for each subtest and Composite score.
- Additional information and recommendations for
The document summarizes the key sections and information provided in a PSAT/NMSQT score report. It includes 5 main sections: test scores, review of answers, skills improvement suggestions, information on National Merit Scholarship programs, and educational plans. It encourages students to use online resources through CollegeBoard to further review answers, access practice materials, and explore college and career options based on their test performance and interests.
The document summarizes the key sections and information provided in a PSAT/NMSQT score report. It outlines the 5 main parts of the score report including individual scores, answer review, skill improvement suggestions, information on National Merit Scholarship programs, and educational plans. It also provides resources and next steps for students to utilize after receiving their score report, including online practice tests, college and major matching tools, and information on Advanced Placement courses.
The document discusses several standardized tests administered to students: the CogAT, Iowa Test, and CRCT. The CogAT and Iowa are norm-referenced tests that measure cognitive abilities and academic achievement compared to national samples. The CRCT is Georgia's criterion-referenced test that measures mastery of state standards. Test scores are used to guide instruction, identify gifted students, determine student needs, monitor growth, and evaluate programs. The document provides information on scoring and how results from these assessments inform teaching and learning.
Assessment is an integral part of the teaching and learning process at Lyceum-School 6. Assessment in the IB Diploma Programme is criterion-related rather than norm-referenced, meaning students are judged based on pre-specified criteria for each subject rather than in comparison to other students. Both external and internal assessment are used, with external assessments sent away and marked by external examiners while internal assessments worth 25% are initially marked by teachers and a sample is moderated by external examiners. Throughout the course, formative assessment such as homework and tests provide feedback to help drive student progress. The core elements of the IB Diploma - Theory of Knowledge, CAS, and the Extended Essay - broaden students
Scoring paper and pencil tests-Week 13.pptxshaziazamir1
ย
Scoring involves assigning numbers to represent student performance on tests. There are various scoring systems like percentage scoring, pass/fail scoring, and letter grading. Scoring also involves holistic scoring, which provides an overall impression, and analytic scoring, which provides separate scores for different components. Short answer questions, completion items, and essays also require specific scoring guidelines. The goals of scoring are to accurately reflect student achievement and communicate progress to students and guardians.
Similar to 2017 third grade cog at parent presentation (20)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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1. Cognitive Abilities Test (CogAT)
Understanding the
Student Profile and its
Use for Educational
Planning
2. Educational Planning
โ The Cognitive Abilities Test (CogAT) is
administered to all third grade students in
WCPSS.
โ The CogAT benchmark testing is used for
educational planning.
โ Individual student data is accessed by the
Academically or Intellectually Gifted (AIG)
Program and other WCPSS educational
programs.
3. CogAT Scores
Please refer to the sample CogAT Report
included with the meeting hand-outs.
The CogAT Batteries are:
โ Verbal โ measure of verbal reasoning skills
โ Quantitativeโ measure of math reasoning skills
โ Nonverbal โ measure of visual-spatial reasoning
4. CogAT Composite Scores
โ The Quantitative-Nonverbal Partial Composite
(QN) combines the three Quantitative subtests and
the three Nonverbal subtests. This composite score
better predicts achievement in mathematics.
โ The Verbal-Nonverbal Partial Composite (VN)
combines the three Verbal subtests and the three
Nonverbal subtests. This composite score is a good
predictor of achievement in reading and language
arts.
โ The Full Composite (VQN) indicates the overall
strength of the studentโs cognitive resources for
learning.
5.
6. National Age Scores
โ Stanine โ a type of normalized standard
score scale ranging from 1 to 9 with 5
being the mean (average).
โ Percentile โ indicates the percent of
students in the representative age group
who obtained lower raw scores on the
test.
7. Graphs and Profiles
โ A bar graph of the studentโs scores appears
on the score report as a visual representation
of the studentโs percentile score.
โ Your studentโs individual profile code is listed
after the subtitle โAbility Profileโ.
โ Additional information regarding your childโs
profile can be found at: www.cogat.com by
keying in the profile code of your student.
8. Profile Codes
โ The profile code contains a number and a
letter, for example, 8E (V-N+) or 7B (V+).
โ The number represents the median stanine
and the letter indicates the type of score
pattern.
โ The letter score patterns are: A, B, C or E.
9. Percentile and Stanine Descriptions
Descrip
tion
Perc
entile
Stanin
e
Very
High
96-99 9
Above
Average
89-95 8
Above
Average
77-88 7
Average60-76 6
Average41-59 5
Average24-40 4
Below
Average
12-23 3
10. Student Profiles
โ A Profile โ all subtest scores are roughly the sAme
โ B Profile โ one subtest score is either aBove or
Below the other two subtest scores
โ C Profile โ two subtest scores Contrast indicating a
relative strength and a relative weakness
โ E Profile โ the difference between the high and low
subtest scores is Extreme
11. Raw Scores
โ Number of Items = the number of
questions on the subtests.
โ Number Att. (attempted) = the number of
questions the student answered.
โ Number Correct = the total number of
items the student answered correctly.
12. National Grade Scores
โ The grade scores compare the student to
other students at the same grade level
nationally.
โ Grade scores are NOT used for
identification since students in a given
grade may vary greatly in terms of their
age.
13. The Next Stepโฆโฆ..
โ Students with an age-based Composite or
subtest battery score at or above the 85th
percentile (85%) are eligible to take the
Iowa Assessments (Iowa).
โ Parents will receive a permission form that
must be signed and returned to the school
before the student can take the Iowa.
14. AIG Identification
โ The CogAT and Iowa scores are reviewed.
โ Additional factors (Informal Indicators) are
considered in determining AIG eligibility. These
factors include student interest, motivation,
classroom performance, third grade Explorersโ work
samples, parent and teacher checklists, etc.
โ The overall profile of the student is considered in the
overall identification process.
15. Additional Steps in the AG
Identification Process
โ School Based Committee for Gifted Education
(SBCGE) meets to nominate and refer
students.
โ Parents sign and return the Consent For
Evaluation.
โ Formal and Informal data are compiled.
โ SBCGE makes final recommendations for
reading and/or math identification and level of
service.
16. AIG Identification Process continuedโฆ.
โ SBCGE recommendations from schools are
reviewed by the AIG Program Central Services
Committee.
โ Parents are informed of the final AIG
recommendations during 2nd semester.
โ AIG service begins in the second half of the 3rd
grade year after the ISP has been approved and
parents sign and return the Initial Consent for
Service.
17. AIG Program and Testing Information
โ Test Coordinator: Tanya Churchill
โ School Counselor: Amy Schnitzer
โ 3rd Grade Classroom Teachers: Glendia Bryson-Jacobs,
Megan Hill, Heather Peaden, Sherry Pollock
โ AIG Resource Teachers: Heather Callahan and Jennifer Page
โ AIG Program Website: http://www.wcpss.net/curriculum-
instruction/ag/
โ AIG Program Office: Crossroads 1
5625 Dillard Drive
Cary, NC
(919) 533-7021
Editor's Notes
Recommendations for the AIG Teacher:
Remember to consult with your building level administrator as to how he/she wants to distribute and interpret the CogAT scores to parents. It is their decision!! AIG teachers are expected to review and practice the power point presentation PRIOR to the meeting/s.
The following school personnel should be represented at the meeting:
Principal, Assistant Principal, or designee
Test Coordinator, AIG Teacher, Counselor, IRT, Grade Three Teachers, Exceptional Children Program Teacher/Representative, and/or any other personnel designated by the principal
Instructions for the AIG Teachers and Third Grade Teachers:
Schedule a large meeting space, for example the media center or gym, in advance.
Order student address labels from the NCWISE Technician.
Prepare a brown envelope/folder for each student including the following items:
Student name and address label placed on the outside of the envelope/folder
Individual Student Profile CogAT Narrative Sheet for each student (the individual studentโs score sheet)
CogAT Form 7 General Information sheet
85% rationale for the Iowa
AIG Program Pamphlet/AIG Brochure
4. Prepare the following handouts to be given to parents upon arrival at the meeting:
Handouts of CogAT power point
Sample CogAT Profile Narrative
5. Prepare the following sign-in sheets:
Parent attendance sign-in sheet, by third grade class
Sign-up sheet for parents wanting an individual conference
6. At the start of the parent meeting:
Announce the following to parents and staff members in attendance: This general informational meeting is to provide an overview of the CogAT scores. It is not a time to take specific questions about a studentโs individual scores. A sign-up sheet for individual consultation/interpretation of scores will be provided at the end of the meeting.
Also let the parents know what items will be in the envelope that they pick up at the end of the presentation.
Hold up the hard copy of the CogAT Power Point notes and the sample CogAT student profile to see if any parents still need a copy.
Begin Power Point presentation.
At the conclusion of the Power Point, ask if there are any general questions
Provide parents with directions on how envelopes will be distributed (by classroom teachers, A-B-C by counselor, etc).
If additional tables are going to be set up for explanations following the general meeting, direct parents to that location.
Thank parents for attending and adjourn meeting.
Each of the CogAT batteries (Verbal, Quantitative and Nonverbal) was administered on a separate day. The total testing time each day was approximately 30 minutes. There are three subtests that comprise each Battery.
The Stanine score is relatively easy to use because it is a one digit number. An advantage of the stanine score is that it discourages over-interpretation of small, insignificant differences among test scores. There must be a difference between stanine scores of at least 2 points for the difference to be considered significant.
The Percentile Rank is NOT the percentage of correct answers.
The CogAT is not an IQ test. IQ is no longer used in assessment and the CogAT does not give IQ scores. The same information that used to be provided by the IQ score is now provided by percentile ranks and other scores.
This table provides a description of all percentile and stanine score ranges and the accompanying verbal descriptor. Please note the scores highlighted in red are the general ranges considered for AIG identification.
The Percentile Rank scale ranges from a low of 1 to a high of 99. For example, if a student scores at the 52nd percentile, this indicates that his raw score on the test was higher than that of 52 percent but lower than that of 48 percent of the students in his age group. This compares the student to a national standardization group of his age, not the students in his classroom. Half the students in an age norm group fall between the 24th and 76th percentiles, and this is considered average for the age group.
The bar graph represents the studentโs actual percentile score as compared with their age group.
Percentiles falling between the 24th and 76th percentile ranking indicate a student with average abilities as compared with their age group. This studentโs performance on the Verbal abilities subtest is average, but is a relative weakness as compared with the other scores.
On the sample profile, the Ability Profile is: 8E (V-). The V- reflects the verbal weakness.
You can go to the CogAT website to access further information about your childโs strengths and weaknesses.
The median stanine is the middle stanine when the individual battery stanine scores are listed in numerical order. In the example, the studentโs stanines are 6, 8 and 9; therefore the middle stanine is 8, thus the median.
The letter indicates the general form of the studentโs score pattern. The symbols in parenthesis indicate a studentโs relative strength (+ scores) or relative weakness (- scores). In the sample, the student has a relative weakness on the Verbal Battery and a relative strength on the Nonverbal Battery.
In the example, the student did not attempt all of the items on each test battery.
The number that was correct varied in each battery.
Note that the area of relative weakness is the Verbal Battery. The student only attempted 44 of the 62 items and only answered 37 of the items correctly.
The area of relative strength is the Nonverbal Battery, where 46 of the 56 items were answered correctly. The student attempted 53 of the 56 items.
Growth in cognitive abilities continues throughout most of an individualโs life. However, the rate of growth is much more rapid between birth and age 8 than it is after age 8 and somewhat more rapid between ages 8 and 14 than after age 14. The rate of cognitive growth slows as age increases. Therefore, being younger or older than other students in a grade has a greater effect on the differences between age and grade scores.
Since growth in cognitive skills is a developmental process that is correlated with chronological age, such comparisons can result in lower grade scores than age scores for younger students in a grade and higher grade scores than age scores for older students in a grade. This is why Age Scores are used for identification instead of Grade Scores.
In the example, the studentโs grade scores are slightly higher than her age scores. This student is one of the older students in the third grade since there is an October date of birth.
Any age-based battery score or composite score of 85% or higher on the CogAT qualifies students to take the Iowa in the 3rd grade.
Parents must give permission for their student to take the Iowa. Students taking the Iowa will be assessed in reading and mathematics.
The Iowa is a standardized achievement test that appraises skills that are directly taught and practiced in school.
Data from the entire third grade first semester is used as part of the AIG identification process. Identification includes data and work samples collected from the Third Grade Explorersโ lessons as well as the third grade classroom.
Parent input is important, and so parents will be asked to complete a checklist during this AIG identification process describing gifted learning behaviors demonstrated by their child.
Parents are should provide specific examples of gifted behaviors observed at home and/or samples of work products when submitting the AIG Parent checklist.
Note to teacher: one bullet at a time appears on this page and the next.
The members of the School Based Committee for Gifted Education may include a school administrator, classroom teacher, AIG teacher, counselor and/or a grade level representative. The SBCGE provides a team framework for evaluating data and recommending the most appropriate service options for individual students who demonstrate a need for differentiation.
Parents must sign the Consent For Evaluation before the SBCGE can access the CogAT and IOWA data on a student. The Consent for Evaluation gives parent permission for the SBCGE to use the available CogAT and IOWA scores to determine the need for differentiated services within the Academically or Intellectually Gifted Program.
Even though the CogAT scores have been returned and the Iowa will be administered within the next month, the AIG identification process is not completed until the end of the academic year. All parents will be informed of recommendations at that time.
The SBCGE continues to monitor student progress and performance yearly in making nominations and referrals to the AIG program.
Here are the general interpretations of the student profiles.
In your example the student has an E Profile, which indicates there is an extreme difference between the Verbal and Nonverbal Battery scores.
The CogAT appraises general thinking skills that the student gradually develops from both in-school and out-of-school experiences. The classroom teacher is able to use the data from the CogAT Test for instructional planning. Counselors, Student Support Teams, and other support personnel in the schools may also use the CogAT data to assist in educational planning.
Note to AIG Teacher: the specific names and email addresses for these positions at your school should be added to this slide.
DO NOT give parents their childโs copy of this CogAT profile until the end of the meeting. Parents should have a copy of this example page printed for them as a hand-out to read and follow along as a sample only.
The Composite Score is the best representation of cognitive ability for most students. It is not an average of the subtest scores but a compilation of all three test batteries.
The Quantitative-Nonverbal Partial Composite is combines the three Quantitative subtests and the three Nonverbal subtests. This composite score better predicts achievement in mathematics and some technical domains than either the Quantitative Battery or Nonverbal Battery alone. Additionally this score allows for meaningful score interpretation for students with verbal weaknesses or language differences.
In some situations the individual battery scores (Verbal and Quantitative) may reflect specific strengths and/or weaknesses for a student. Use of battery scores instead of composite or partial composite scores is considered based on the individual student profile.