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You are here: Wiki-Summaries >> Understanding Education Systems >> Standards for Student Achievement
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Standards for Student Achievement & Curricula - Overview
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Student achievement standards are predetermined, measurable expectations or benchmarks set by educational authorities or institutions to define what students are expected to know and be able to do at various grade levels or academic stages. The standards defined curricula (core & elective), student learning objectives, pedagogy, teaching methods. student assessment policies, practices and methods will all affect student learning. If they emphasize only academic material in only a few subjects, then system goals related to inclusion, equity and meeting the needs of the whole child will more difficult to achieve.
Student achievement standards serve as a guide for educators, students, parents, and other stakeholders to understand the level of knowledge and skills that students should attain within a specific subject or area of study. They are usually based on learning objectives and curriculum frameworks that outline the content and skills students are supposed to master. These standards can cover a wide range of subjects, including mathematics, science, language arts, social studies, health & life skills and more.By setting clear and specific student achievement standards, educational systems can ensure consistency and transparency in assessing student progress and determining whether learning goals are being met. They also provide a basis for developing standardized tests and assessments that help evaluate individual and collective student performance. Student achievement standards can vary from one educational jurisdiction to another, as different countries, states, or educational bodies may have their own unique standards and expectations. However, the common goal is to establish clear expectations for students' educational outcomes and promote educational excellence. (1) In some contexts they are used to mark a minimum level of acceptable performance. In other settings, more general descriptions of performance that sort learners into achievement levels, such as basic, proficient, and advanced, are used. They provide teachers with targets for instruction by specifying what, and how much, learners must be able to do in order to demonstrate mastery of content standards and the achievement level that is called for. They provide clear directions to developers of tests about the kinds of performance situation and tasks that will be used to make judgements about learner proficiency. They help to clarify for the public what it means for a learner to be classified at a particular level. To test developers and psychometricians, an achievement standard is represented by the point on a test score scale that separates one level of achievement from another, e.g. a passing score from a failing one. To educators involved in the development of curriculum, the term can mean a description of what a learner knows and can do to demonstrate proficiency against a standard. (2) Curriculum content standards Curriculum content standards specify what all learners are expected to know and be able to do within a particular field of study, discipline or subject at different grade levels, ages, or other criteria. These standards should be clear, detailed, and complete; reasonable in scope; rigorous and scientifically correct; and they should be built around a conceptual framework that reflects sound models of student learning. They should also describe examples of performance expectations for learners in clear and specific terms so that all concerned will know what is expected of them. (3) How Student Achievement & Curriculum Standards can contribute to inclusion, equity, health, safety, personal, social & sustainable development. Performance assessment in all learning settings should be reliable, credible, transparent, valid, trustworthy,adapted to the level of instruction, objective,context-specific and inclusive,while taking into consideration national and international frameworks. It should cover the three domains of learning (ie. the cognitive, socialand emotional and behavioural), and systemic and interdisciplinary knowledge. This includes the capacity to evaluate and apply knowledge in ways that strengthen student health, safety, personal, social and sustainable development. (4) Sources
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This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Text
This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Please come back to this page to post any comments or suggestions. Bibliography/Toolbox on
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