Gpa Component 2

To figure out the likelihood of a high school football player’s success in college over 100 high school head football coaches were surveyed about their views on qualities high school football players need to move to the next level. The surveys were mailed, emailed, and followed by several phone calls if no response was received within four to six weeks. All coaches surveyed were members of the National Federation of State High School Associations (NFHS) and have had high school football players recruited by division one colleges within the last five years. The survey questions sought the following details about the football players: (1) Academic ability; (2) Athletic ability; (3) Self-determination; (4) Character; (5) History of overcoming adversities. Lastly, the end goal after the surveys have been collected and evaluated is to offer high school football players valuable information about what is needed to be considered for a four-year college scholarship.

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

3.4 In order to support pupils using formative assessment it is necessary to ensure all pupils are clear of the learning intentions of the lesson. They also need to know the reason that they are learning it and the assessment that will take place. A discussion with them will make sure that all this is clear. Success

Formative assessment can be an effective tool in building positive relationships as it gives cause for two-way communication at any point of a learning course. It can be written or verbally delivered, offering the opportunity to appeal to a variety of learning styles. It enables the learner to influence their learner programme and helps them build essential life-skills such as goal setting and self assessment. Its main disadvantage for the trainer is the amount of time the type of assessment can consume, and a learner may become disengaged by repetitive assessment exercises that interrupt the flow of learning.

Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

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A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

As of now, 72% of high schools use a weighted GPA system according to the National Association for College Admission Counseling’s 2013 State of College Admission Report (Dennis). However, this means that 28% of high schools still calculate unweighted GPAs. One of the first issues that arises from this GPA system is the fact that it leads to an unreasonable amount of valedictorians. Sure, superficially, it seems that rewarding those students who achieve straight A’s throughout their high school careers is pleasant, but pair that up with the fact that a student can take the easiest classes available just to receive such a title, and the term “valedictorian” becomes nothing but a worthless label. In those instances, these students appear identical

RQ : IS THERE A DIFFERENCE IN THE CUMULATIVE GPA OF ESL INTERNATIONAL STUDENTS WITH LIMITED ENGLISH PROFICIENCY AS COMPARED TO ENGLISH AS A NATIVE LANGUAGE INTERNATIONAL STUDENTS?

Grades don't determine intelligence; and they never will. One's ability of intelligence is not correlated with GPA. Ordinarily the only achievement it exhibits, is the rate you can perform tedious work and copy material repeatedly. Consequently the realization hits bluntly, education isn't the same as before. Originally it was the excitement about learning many things that would be ingrained in our heads that would be recalled in the future. A teacher used to be able to choose freely what went on in the classroom. A certain enthusiasm surrounding intriguing lectures and materials was the driving force behind it. All without the criteria or the standardized bull****. It gave the ability to yearn learning and really give you the sense to improve on yourself exponentially by actually giving a f***. Now it's a chore bogged down by the government trying to join an international pissing contest with other countries.

As suggested in the empirical study section, the accumulative GPA works as a dominative indicator to predict the final grade. Students with different GPA have different learning behaviors, which helps to explain that why students with different final grades have different learning behaviors in the data analytics section. In general, since students with higher GPA have better learning behaviors, they are more likely to get better final grades. Specifically, students with higher GPA tend to work earlier, have relatively strict study routines, and visit the Nexus more frequently.

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to