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Transportation Systems
and philosophies of modeling complex transportation enterprises. It also introduces conceptual frameworks for qualitative analysis, such as frameworks for regional strategic planning, institutional change analysis, and new technology development and deployme...
MathPages: Probability and Statistics
General Densities Markov Modeling for Reliability Prior and Conditional Probabilities Weibull and Lightning Reaching Ruin in Limited Turns Optimizing Your Wife Complete Markov Models and Reliability Probabilities and Velocities Two In the Shop Differences Between Norma...
Information Quality WWW Virtual Library - Evaluation of Information Sources
Written up in ?Evaluating Public Website Information: A Process and an Instrument,? Reference Services Review, vol. 34, no. 1. Evaluating quality on the net/ Hope Tillman. The classic on web resource evaluation from a library perspective. Evaluating Web Pag...
Maple Application Center - Waterloo Maple, Inc.
Professional Services SOLUTIONS Engineering: Industry Solutions Vehicle Engineering Motion Control Power Industries Aerospace Engineering: Application Areas Plant Modeling for Control Design Virtual Prototyping Real-Time Simulation Optimization and Analysis Educati...
A Process for Evaluating Student Records Management Software. ERIC/AE Digest.
staged approach" to evaluation where "systems are evaluated against progressively more detailed criteria" (p.218). The first stage of evaluation is characterized by the performance of certain tasks: 1. the identification...
Knowledge Management in Instructional Design. ERIC Digest.
lesson plans, evaluation plans, media support for lessons, performance data, and so on. According to the International Board of Standards for Training, Performance and Instruction (Richey et al., 2000), ID is an engineering discipline with principles,...
 Independent Evaluation of the Alignment of the California Standards Tests (CSTs) and the C...
of the content expectations in California Content Standards. This recommendation pertains to the mathematics tests for Grades 2 through 5, the integrated math tests, and the history-social science tests. In evaluating the test blueprints...
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of the content expectations in California Content Standards. This recommendation pertains to the mathematics tests for Grades 2 through 5, the integrated math tests, and the history-social science tests. In evaluating the test blueprints, the narrow range of content coverage seems to stem from the limited number of items targeted for assessment in the first place. Necessarily, standardized assessments must limit the total number of items included on a single test form. Thus, HumRRO does not expect CDE
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=7
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=7
A number <span class="highlight">of</span> states (e.g., Georgia, Kentucky, Missouri) have revised their content standards to model <span class="highlight">the</span> NAEP content frameworks successfully. 2. Expand <span class="highlight">the</span> content coverage on <span class="highlight">the</span> assessments to match <span class="highlight">the</span> breadth <span class="highlight">of</span> <span class="highlight">the</span> content expectations in California Content Standards. This recommendation pertains to <span class="highlight">the</span> mathematics tests <span class="highlight">for</span> Grades 2 through 5, <span class="highlight">the</span> <span class="highlight">integrated</span> math tests, and <span class="highlight">the</span> history-social science tests. In <span class="highlight">evaluating</span> <span class="highlight">the</span> test blueprints, <span class="highlight">the</span> narrow range <span class="highlight">of</span> content coverage seems to
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=8
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=8
and Data <span class="highlight">Analysis</span>). Both <span class="highlight">the</span> new <span class="highlight">performance</span> tasks and <span class="highlight">the</span> standards should be evaluated together to determine <span class="highlight">the</span> appropriate degree <span class="highlight">of</span> content expectations <span class="highlight">for</span> students at this level. Recommendations <span class="highlight">for</span> <span class="highlight">the</span> CSTs and <span class="highlight">Performance</span> Levels Coverage <span class="highlight">of</span> <span class="highlight">the</span> <span class="highlight">performance</span> levels by test items was generally good <span class="highlight">for</span> each <span class="highlight">of</span> <span class="highlight">the</span> CSTs, particularly <span class="highlight">for</span> <span class="highlight">the</span> Proficient and Basic categories. A few areas may benefit from further improvements, however. Some specific suggestions include: 1. Review <span class="highlight">the</span> assessments
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=9
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=9
Examine <span class="highlight">the</span> number <span class="highlight">of</span> items assigned to <span class="highlight">the</span> Advanced level <span class="highlight">for</span> ELA, math, and science. Some grades and subject areas also include a limited number <span class="highlight">of</span> items assigned to assess <span class="highlight">performance</span> at <span class="highlight">the</span> Advanced level. <span class="highlight">For</span> ELA Grade 3 and <span class="highlight">for</span> math Grade 4, <span class="highlight">the</span> number <span class="highlight">of</span> items assigned to <span class="highlight">the</span> Advanced level is limited. <span class="highlight">For</span> science Grades 8 and 10, <span class="highlight">Integrated</span> Mathematics II and III, and <span class="highlight">for</span> Algebra I, some items also appear to assess student knowledge beyond <span class="highlight">the</span> Advanced level. Again, <span class="highlight">the</span> new <span class="highlight">performance</span> level
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=75
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=75
<span class="highlight">performance</span> levels is <span class="highlight">the</span> end-<span class="highlight">of</span>-course test <span class="highlight">for</span> <span class="highlight">Integrated</span> Mathematics III. In summary, both <span class="highlight">the</span> <span class="highlight">analysis</span> <span class="highlight">of</span> <span class="highlight">the</span> item maps and <span class="highlight">the</span> review <span class="highlight">of</span> error <span class="highlight">of</span> measurement data demonstrate a reasonable coverage <span class="highlight">of</span> <span class="highlight">the</span> <span class="highlight">performance</span> levels defined by California’s achievement standards. Several tests could benefit from a further increase in accuracy, particularly Grade 8 science. In addition, instances where items were mapped beyond <span class="highlight">the</span> advanced category should be reviewed. Nonetheless, coverage <span class="highlight">of</span> <span class="highlight">the</span> content standards
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=82
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=82
In <span class="highlight">evaluating</span> DOK, panelists considered some <span class="highlight">performance</span> tasks to assess students at a lower level <span class="highlight">of</span> cognitive complexity <span class="highlight">for</span> Reading than <span class="highlight">the</span> content objectives included <span class="highlight">for</span> that standard. This outcome may reflect <span class="highlight">the</span> difficulty <span class="highlight">of</span> developing appropriate assessment items <span class="highlight">for</span> students at this level with <span class="highlight">the</span> most significant cognitive challenges. CDE and <span class="highlight">the</span> test developer should review <span class="highlight">the</span> content standards to determine whether <span class="highlight">the</span> expectations <span class="highlight">of</span> these students are too high, or whether an adjustment
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=83
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=83
several specific assessments. Standard errors <span class="highlight">for</span> <span class="highlight">the</span> Grade 8 Science Assessment were at or above 20 at each <span class="highlight">of</span> <span class="highlight">the</span> <span class="highlight">performance</span> levels. Standard error <span class="highlight">of</span> measurement was also relatively large <span class="highlight">for</span> <span class="highlight">the</span> end-<span class="highlight">of</span>-course test <span class="highlight">for</span> <span class="highlight">Integrated</span> Mathematics III. In addition, while coverage <span class="highlight">of</span> <span class="highlight">the</span> basic and proficient levels was good, <span class="highlight">the</span> ELA tests <span class="highlight">for</span> <span class="highlight">the</span> earlier grades varied in their coverage <span class="highlight">of</span> <span class="highlight">the</span> below basic and advanced levels from one grade to <span class="highlight">the</span> next. HumRRO Recommendations While <span class="highlight">the</span> overall alignment picture
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=84
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=84
<span class="highlight">of</span> <span class="highlight">the</span> content expectations in California Content Standards. This recommendation pertains to <span class="highlight">the</span> mathematics tests <span class="highlight">for</span> Grades 2 through 5, <span class="highlight">the</span> <span class="highlight">integrated</span> math tests, and <span class="highlight">the</span> history-social science tests. In <span class="highlight">evaluating</span> <span class="highlight">the</span> test blueprints, <span class="highlight">the</span> narrow range <span class="highlight">of</span> content coverage seems to stem from <span class="highlight">the</span> limited number <span class="highlight">of</span> items targeted <span class="highlight">for</span> assessment in <span class="highlight">the</span> first place. Necessarily, standardized assessments must limit <span class="highlight">the</span> total number <span class="highlight">of</span> items included on a single test form. Thus, HumRRO does not expect CDE
Environmental Remediation Consultant - Leslie R. D
Laboratory (ORNL), Dole managed the building, licensing, and operation of C- and D-level radwaste treatment laboratories at the X-10, Y-12 and K-25 sites in Oak Ridge, Tennessee. These labs could handle most of the mixed hazardous and radioactive wastes from all ...
Mathscribe
techniques. Short answers are checked automatically. Essay question answers are e-mailed to the teacher at the end of each lab assignment. (They are sent automatically to standard teacher e-mail addresses, and use the student's computer's e-mail program for...
Computer Science & Information Systems
of assignments, projects, and instruction between and among interdisciplinary areas. In this document you will find examples of integrated performanceactivities developed to coordinate with the Computer Science and Information Systems Career Path in the Bus...
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