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Value-added modeling (also known as value-added measurement, value-added analysis and value-added assessment) is a method of teacher evaluation that measures the teacher's contribution in a given year by comparing the current test scores of their students to the scores of those same students in previous school years, as well as to the scores of other students in the same grade.
The GAISE document provides a two-dimensional framework, [11] specifying four components used in statistical problem solving (formulating questions, collecting data, analyzing data, and interpreting results) and three levels of conceptual understanding through which a student should progress (Levels A, B, and C). [12]
In mathematics education, a representation is a way of encoding an idea or a relationship, and can be both internal (e.g., mental construct) and external (e.g., graph). Thus multiple representations are ways to symbolize, to describe and to refer to the same mathematical entity. They are used to understand, to develop, and to communicate ...
A formal assessment is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a student's final grade. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics , performance and portfolio assessments ...
Officially, an agenda to implement Outcomes Based Education took place between 1992 and 2008 in Western Australia. [17] Dissatisfaction with OBE escalated from 2004 when the government proposed the implementation of an alternative assessment system using OBE 'levels' for years 11 and 12.
Representational systems (also abbreviated to VAKOG [1]) is a postulated model from neuro-linguistic programming, [2] a collection of models and methods regarding how the human mind processes and stores information. The central idea of this model is that experience is represented in the mind in sensorial terms, i.e. in terms of the putative ...
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
The context-input-process-output (CIPO) model is a basic systems model of school functioning, which can be applied to several levels within education, namely system level, school level and classroom level. [1] The model also functions as analytical framework through which the educational quality can be reviewed. [2]