Dr. Marzano, a nationally known educational researcher and developer of the Marzano Teacher Evaluation Model and the Marzano School Leadership Evaluation Model, discusses how districts may use teacher evaluation models as primarily either measurement systems –which provide a static picture of a teacher’s performance at a given point; or as growth systems—which track improvements in teacher pedagogy over time. - See more at: http://www.marzanoevaluation.com/news/teacher-evaluation-whats-fair-whats-effective/#sthash.KaHjK1uL.dpuf
This blog is the shared thoughts of school administrators that want to share best practices in education. All of the authors have different experiences in education but all have the same goal; what is best for students
In their widely read article “Inside the Black Box,” Mr. Black
and Mr. Wiliam demonstrated that improving formative assessment
raises student achievement. Now they and their colleagues report on
a follow-up project that has helped teachers change their practice
and students change their behavior so that everyone shares
responsibility for the students’ learning.
The TAO framework is an open-source project which provides a very general and open architecture for computer-assisted test development and delivery. As upcoming evaluation needs will imply the collaboration among a large number of stakeholders situated at different institutional levels and with very different needs for assessment tools, the TAO framework has the ambition to provide a modular and versatile framework for collaborative distributed test development and delivery with the potential to be extended and adapted to virtually every evaluation purpose that could be handled by the means of computer-based assessment.
Google Still Not Indexing Hidden Web URLs
Kat Hagedorn
Metadata Harvesting Librarian
Digital Library Production Service, University of Michigan Libraries
Ann Arbor, MI
Joshua Santelli
Applications Programmer
Digital Library Production Service, University of Michigan Libraries
Ann Arbor, MI
Post-publication journals
With the increase in the number of journals and articles being published every year and the possibility of having an even larger set of "gray literature" available online we face the challenge of filtering out those bits of information that are relevant for us.
Once one sees the whole report, it turns out that theHEFCE/RAE Research Evaluation Frameworkis far better, far more flexible, and far more comprehensive than is reflected in either the press release or theExecutive Summary.
Last September JISC ran an evaluation workshop for all projects which provided guidance on a methodological framework for evaluation based on the bookletSix Steps to Effective Evaluation: A Handbook for Programme and Project Managers, developed for JISC
F. Mitzlaff, M. Atzmueller, D. Benz, A. Hotho, and G. Stumme. Analysis of Social Media and Ubiquitous Data, volume 6904 of Lecture Notes in Computer Science, Springer Berlin Heidelberg, (2011)
P. Bailey, N. Craswell, I. Soboroff, P. Thomas, A. de Vries, and E. Yilmaz. Proceedings of the 31st annual international ACM SIGIR conference on Research and development in information retrieval, page 667--674. New York, NY, USA, ACM, (2008)
H. Evens, and J. Houssart. Educational Research, 46 (3):
269-282(2004)This paper utilizes Toulmin's original framework to analyse over 400 answers given by 11-year-olds to a question on a written mathematics test. The question required children to say whether a given statement is true and give a written explanation. Categorizations of answers are developed from the data and examined, suggesting that many children appeared to understand the mathematics but were not able to give adequate explanations. Findings are also compared with other researchers' findings. In contrast to other studies, a large category of non-valid answers appear mathematical, but are largely restatement of the information the children were given. Although only a minority provided explanations deemed worthy of a mark, further analysis demonstrates greater degrees of comprehension than this suggests. Teaching strategies for building children's expressive and specifying skills are identified..