LOTPLeader of the Pack
LOTPLeaning Tower of Pisa
LOTPLife of the Party
LOTPLate Of The Pier (band)
LOTPLord Of The Pit (Magic: the Gathering)
LOTPLast of the Patriots (game)
LOTPLaw of the Playground (TV Show and Book)
LOTPLayered Object Transport Protocol
LOTPLake of the Prairies (Manitoba, Canada)
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References in periodicals archive ?
Since the LOTP is being viewed from an instructional orientation, it is not the intent of the LOTP to generate a single comprehensive test or even a series of tests.
Although eventually it would be possible to use the pools of items to generate, in each curricular area, tests which could be used for comparisons or judgmental purposes about progress toward mastery of learning outcomes, the LOTP is not currently being perceived in this limited fashion.
From the outset, then, the LOTP was conceived as a program to provided test items referenced to the outcomes and for formative evaluation.
We want to put computerized LOTP item banks in the hands of every general-, special- and vocational-education teacher in the state, along with software to enable teachers to easily withdraw items in the form of tests.
The LOTP has the potential to affect the 350,000 K-12 students in general, special and vocational education and to impact curriculum alignment, instruction, students'learning and self-esteem, teachers' job satisfaction and county monitoring efforts.
The LOTP will provide resources to teachers whereby they can easily test their students and their own instruction, vis-a-vis the learning outcomes, and keep track of students' progress.
LOTP items are seen as substitutes for textbook questions and for teacher-made questions.
To develop valid and reliable LOTP items, the Bureau of General, Special and Professional Education utilizes practicing and experienced teachers from West Virginia as item writers.
Thus far, the LOTP has enabled more than 100 teachers to be trained in item-writing and teacher-made test construction.
More than a year and a half ago, units within the vocational and general education bureaus began investigating computer software for use in the LOTP independently of one another.
In November 1986, an interdepartmental committee was appointed by the bureau chiefs representing general, special and vocational education to acquire software for the LOTP through the formal "request for proposals" (RFP) process of the Information System Service Division of the Department of Finance and Administration.