Search results
Results From The WOW.Com Content Network
Best practice suggests the results obtained from the WIAT-II should be interpreted in combination with the evaluation and review of the individual’s background, personality, current emotional functioning, and attention and motivation levels. Like all assessment instruments, the WIAT-II has certain limitations.
Grading in education is the application of standardized measurements to evaluate different levels of student achievement in a course. Grades can be expressed as letters (usually A to F), as a range (for example, 1 to 6), percentages, or as numbers out of a possible total (often out of 100).
Norms provided for the 1978 edition include standard scores with a mean of 100 and a standard deviation of 15, percentile scores, and grade levels. The standard scores are scaled based on the norm group; the grade levels are arbitrarily assigned and can be interpreted only as rough references to achievement level.
The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. [1] [2] Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.
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.
The overall grade for the class is then typically weighted so that the final grade represents a stated proportion of different types of work. For example, daily homework may be counted as 50% of the final grade, chapter quizzes may count for 20%, the comprehensive final exam may count for 20%, [1] and a major project may count for the remaining ...
Learning standards (also called academic standards, content standards and curricula) are elements of declarative, procedural, schematic, and strategic knowledge that, as a body, define the specific content of an educational program. Standards are usually composed of statements that express what a student knows, can do, or is capable of ...
This linkage provides information on both cognitive ability and academic achievement in children. Tests of intellectual functioning are used extensively in school settings to evaluate specific cognitive deficits that may contribute to low academic achievement, and to predict future academic achievement.