Understanding the principals and practices of

Short-range assessments that inform daily instruction Diagnose where students are in learning and find gaps in knowledge and understanding Adjust, plan, guide, and inform daily instruction Mid-range assessments that allow for the aggregation of results Test learning of recent content towards long-term goals Evaluate and monitor educational programs, curricular, and pedagogical methods Predict, anticipate, or track student performance on specific academic goals within a limited time frame Long-range assessments that gauge mastery of content toward state content standards Frequency Immediate, constant, steady stream of evidence, e. A snapshot between intervals of predetermined periods, e. How does formative assessment fit into a core curriculum and instruction? To promote effective implementation of formative assessment at the classroom level, experts recommend that teachers take the following actions:

Understanding the principals and practices of

It also provides examples of techniques or combinations of techniques that the Working Group has identified as being sufficient to meet each Success Criterion.

Understanding the principals and practices of

Links are then provided to write-ups for each of the techniques. This is not an introductory document. It is a detailed technical description of the guidelines and their Success Criteria.

There is an Understanding Guideline X.

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X section for each guideline. The intent and any advisory techniques that are related to the guideline but not specifically related to any of its Success Criteria are listed there as well. The Understanding Guidelines X.

X section is then followed by a Understanding Success Criterion X. X section for each Success Criterion of that guideline. These sections each contain: Use of advisory techniques does not impact the level of conformance claimed.

X in this document.

What is the Work of the Equity-Centered Instructional Leader?

X section in this document. For information about individual techniques, follow the links throughout this document to the techniques of interest in the Techniques for WCAG 2.

For links to information on different disabilities and assistive technologies see Disabilities on Wikipedia. Understanding the Four Principles of Accessibility The guidelines and Success Criteria are organized around the following four principles, which lay the foundation necessary for anyone to access and use Web content.

Anyone who wants to use the Web must have content that is: Perceivable - Information and user interface components must be presentable to users in ways they can perceive. This means that users must be able to perceive the information being presented it can't be invisible to all of their senses Operable - User interface components and navigation must be operable.

This means that users must be able to operate the interface the interface cannot require interaction that a user cannot perform Understandable - Information and the operation of user interface must be understandable.

This means that users must be able to understand the information as well as the operation of the user interface the content or operation cannot be beyond their understanding Robust - Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies.

This means that users must be able to access the content as technologies advance as technologies and user agents evolve, the content should remain accessible If any of these are not true, users with disabilities will not be able to use the Web.

Under each of the principles are guidelines and Success Criteria that help to address these principles for people with disabilities.

Standards for Mathematical Practice | Common Core State Standards Initiative

There are many general usability guidelines that make content more usable by all people, including those with disabilities. However, in WCAG 2. This includes issues that block access or interfere with access to the Web more severely for people with disabilities. Layers of Guidance The Guidelines Under each principle there is a list of guidelines that address the principle.Understanding How IAM Works.

Before you create users, you should understand how IAM works. IAM provides the infrastructure necessary to control authentication and authorization for your account.

Superior-Greenstone District School Board is pleased to announce the launch of a new 5 year Strategic.

Understanding The Principles And Practices Of Assessment | Essay Example

Great communicator: Principals need to be able to communicate what the school is all about. School leaders don’t always do the best in terms of epitomizing effective communication.

In terms of evaluations, we can’t keep telling teachers that they are doing good work when they are not. Standards for Mathematical Practice Print this page. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in .

Perkins Eastman Associate Principals. Mo is an associate principal with more than 15 years of design experience in master planning, architecture, and interior design. The IESA is the eighth largest state athletic and activities association in the nation.

How Do Principals Really Improve Schools? - Educational Leadership