All grades are tested on reading and math, while grades 5, 6, 7, and 10 must complete an additional writing portion. Only grades 4, 8, and 10 are tested on their science savvy.
The AIMS assessment is designed to measure student proficiency in reading, writing, science, and math as required by state and federal law. Test writers work with educators to develop age-appropriate assessments and administer the annual exam.
If students do not meet graduation requirements by the end of their senior year, their graduation from high school will be delayed and their diplomas withheld. Students will receive opportunities to study and retake the exam, or fulfill the AIMS requirements through other alternative methods. Doing well on AIMS exam can pay off. High school students who excel at the reading, writing, and mathematics sections may qualify for a scholarship to any of the three public state universities.
To be eligible, students must complete 16 core courses 4 years of math and English, 3 years of lab sciences, 2 years of social sciences, 2 years of a foreign language, and 1 year of fine arts by the end of their senior year, with a grade of B or better in each class.
Students must also have a cumulative GPA of at least 3. They would also have to score at least a 3 on two Advanced Placement AP exams or receive a 4 on two International Baccalaureate exams. The AIMS exam is designed to help Arizona gauge where students are in their education, and set standards as to where they should be. Tested technology aimswebPlus was designed by educational experts and underwent a stringent development and standardization process prior to launch.
Quantifiable growth Rate of improvement ROI has long been a component of classroom reporting — in both individual student reports and in local and national norm tables. Teacher friendly Between lesson planning, instruction, and grading, teachers are maxed out.
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First Name. Last Name. Role Please select Administration Educator Professional. Role Detail Please select These will normally be publicised to students through course materials. The kinds of skills and knowledge that students are expected to acquire should also reflect any internal and external reference points that might be applicable.
For example, a professional body may require the acquisition of certain knowledge in order to accredit a course; or the national benchmark statement for a subject may give advice about the kinds of skills which a student would be expected to have. The University encourages students to acquire transferable skills, and the General Board expects faculties, departments and Colleges to provide opportunities for students to acquire these skills. When designing courses, institutions are expected to bear the importance of such skills in mind, though University policy does not require them to be formally or directly assessed.
The Postgraduate Committee also co-ordinates a Transferable Skills Training programme for postgraduate students and postdoctoral researchers, providing advice to faculties, departments and Colleges, central support and relevant external links. For further information see the page on assessment practices and procedures.
Learning outcomes are usually clearer to students if that are written in the form "At the end of the course students will be expected to have Again, the smaller the unit of teaching provision, the more specific the learning outcomes are likely to be. An institution will want to know whether a course's learning outcomes are being achieved. This will be apparent from the results of assessment and reports of External Examiners.
Many institutions review Tripos results or other statistics annually to determine whether there are trends in achievement, and if so whether they require further investigation. This, coupled with student feedback and annual review of courses, may enable institutions to assess whether the learning outcomes are appropriate, and allow consideration of increased support or revision of the course. Faculties and departments have access to various kinds of data, some of which is published by the University, for example:.
Much of this information is brought together on the CamDATA website, which provides information and statistics about the University's courses. Further information concerning the data available centrally may be obtained from the Planning and Resource Allocation Office of the Academic Division. Institutions may also have in-house data, such as level of use of facilities, as well as detailed information about Tripos or MPhil results. Care should always be exercised in retaining data for statistical purposes so that the provisions of the Data Protection Act are not infringed.
Guidance on this can be obtained from the University's Information Compliance Office. Search site.
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