Chapter 15
 

CHAPTER 15 STANDARDS-BASED EDUCATION AND ASSESSMENT

 

CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4 
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8 
CHAPTER 9 
CHAPTER 10
CHAPTER 11
CHAPTER 12
CHAPTER 13
CHAPTER 14
100 Action Principles
GED 2103

 
 

OBJECTIVES
Learning Outcomes - after reading this chapter, you will be able to:

  • Analyze the different conception of standards and identify the consequences that these conception have for teaching and learning.
  • Understand the way in which standards influence accountability in the teaching and learning process.
  • Articulate the interrelationships among educational goals, standards, benchmarks, and assessments.
  • Analyze the different problems that surround standards-based assessment practices.
  • Analyze how standards-based education and assessment influence the teaching and learning process.
OUTLINE
  • Three ideas surround and inform the standards movement:
  • First, there is increased demand from policy makers and the public for accountability.
  • Secondly, shared emphasis on the importance of authentically assessing what students have learned.
  • Thirdly, standards require a major change in the way teachers and students think and work in classrooms.
STANDARDS-BASED EDUCATION, pages 527-537
  • Standards-based education: an instructional approach that places students' learning, rather than teachers' teaching, at the center.
  • A standard is a worthy goal or a noteworthy accomplishment by a great performer.
  • World-class standards: statement of very high levels os student learning intended to ensure that the United States is competitive in a global economy.
  • Real-world standards: emphasis on the necessary knowledge and skills that will make students employable and enable them to live independent lives.
  • Discipline-based standards: subject matter standards are statements about what teachers and students should know and be able to do in various subject areas.
  • Three types of standards: content, performance, and delivery standards.
  • Content standards: standards that specify learning outcomes in a subject or discipline.
  • Performance standards: standards that describe what a student should be able to do with certain combinations of knowledge and skills.
  • Delivery or opportunity-to-learn standards: standards that specify the conditions and resources that are available to support student in learning.
  • See figure 15.3 on page 536 for framework of a statewide standard.
THE CHANGING FACE OF ASSESSMENT, pages 537-557
  • Assessment: the examination of oneself based on the perception of an examiner who sits beside and provides feedback.
  • Purpose for assessment:  improving student learning.
  • Competency-based assessment: e.g. Road test to get your driver's license.
  • Diagnostic assessment: to diagnose and determine what a child knows and does not know in a certain area of interest.
  • Norm-referenced assessment: the individual's performance is compared with that of a norm group of similar individuals.
  • Criterion-referenced assessment: compares a student's performance with a specific type of accomplishment or criterion.
  • Capstone assessment: these types of assessment are used near the end of some major accomplishment
  • Program assessment: to determine whether school programs are effective.
  • Authentic assessment: a multifaceted performance task that is based in the context of the learner and allows the learner to construct a response that demonstrates what he or she has learned.  Examples include: learning journals, portfolios, interviews, observation records, student projects, and videotapes.
  • Read relevant research on page 545.
  • Study figure 15.6 on page 550 - examples of the types of questions that encourage students showing different types of knowing.
  • Principles of high quality assessment include: to improve and support student learning, to asses and evaluate performance fairly, to draw on professional collaboration and development, to encourage community participation and communication, and to allow for regular reviews.
BRINGING STANDARDS TO THE CLASSROOM: A TRUE STORY, pages 557-569
  • See figures 15.8 - 15.10 on pages 560-563 for a typical state standards in mathematics.
  • Innovation configuration map: a rubric of implementation that describes in word pictures different levels of expertise in using a new approach, such as SBE.
  • See figure 15.11 on pages 564-565 for standards-based education: a configuration map.
  • Summary of chapter found on pages 569-570.
QUESTIONS TO BE ANSWERED AND SENT TO DR. FITZPATRICK VIA E-MAIL
  1. State your educational philosophy. Incorporate into the answer your views on authoritarian versus non authoritarian educational theories and your views on the branches and schools of philosophy. Also include areas such as classroom environment and classroom climate.
  2. State the grade or subject you hope to teach. How will you assess student learning out comes? Be specific include standards you will utilize and assessment tools.
  3. What is happening in education at this very moment that is likely to be written about in future history of education books?

 
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