Validating national curriculum indicators

The faculty number approximately 100 and educate approximately 600 military and Do D students annually.Business simulations and case studies are developed using performance indicators – key concepts from national curriculum standards that students should learn during their college career.Our work from this prior project can be found under the Publications link to the left.Charlotte, NC: National Alternate Assessment Center, University of North Carolina at Charlotte.Recent reports have evaluated existing indicators and suggested core aspects of mathematics and science education that an indicator system should evaluate.This note discusses two fundamental aspects of the quality of educational indicators: their reliability and validity. The first section discusses recent concerns for the weaknesses in the academic achievement of science and mathematics students in the United States and the need for availability and quality of indicators to assess that achievement.The fourth section presents approaches for evaluating and validating indicators.The fifth section presents the conclusions of the report.

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Additional activities in progress for 2009-2010 are: & Professional development focused on alignment, UDL, ELA, math, and science instruction for students participating in the 1% assessment.They provide the means to meet curriculum targets (NCTM 1989) through the inclusion of challenging new content. Further, alternative assessments provide teachers an occasion to rethink their understanding of subject matter and their fundamental instructional goals. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject-matter knowledge, connected to specific standards for student performance, and embedded in a systemic context.