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3 Standards for Student Performance
Pages 23-41

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From page 23... ... But schools merely had to show that students achieved more than they did before, not that they reached designated levels of academic performance. And, as some commentators noted, students who registered large gains ended up ineligible for the program, thus providing a perverse incentive for schools not to increase student achievement. Read the entire page →
From page 24... ... At the policy level, they provide guidelines for the development of assessments, instructional materials, and professional development opportunities, thus helping to steer teachers' decisions about what to teach. In addition, the standards documents themselves set common expectations for all classrooms and provide a yardstick for school 24 TESTING, TEACHING, AND LEARNING Read the entire page →
From page 25... ... The role of states and districts in helping schools implement standards is considered in Chapter 5. On the other hand, standards that are too numerous provide little guidance to either assessment designers or local educators, because they contain too many topics and skills for assessment designers to include on assessments or for teachers to teach in a school year. Read the entire page →
From page 26... ... An analysis of standards documents by the Mid-Continent Regional Educational Laboratory found that it would take about 15,000 classroom hours to teach adequately the content included in standards documents in 14 subject areas a length of time that would add 9 or 10 years to a child's school career (Marzano et al., 1999~. Faced with such an overwhelming task, teachers are likely to select the standards they choose to teach, and the purpose of standards as a guiding document will get lost. Read the entire page →
From page 27... ... On the other hand, standards that are too detailed encourage schools to emphasize breadth at the expense of depth. The following two examples of state standards science standards from Connecticut (Box 3-1) Read the entire page →
From page 28... ... This assessment design fell short of providing the direction needed by educators in school districts. As one educator stated, "We don't know how to adjust our instruction to help our students' performance because we have no idea what will be on next year's test." Fluctuations in school district assessment results over time may reflect the variable agreement between different forms of the test and a district's curriculum more than actual differences in science achievement over time. Read the entire page →
From page 29... ... The hope is that school districts will place the highest priority on these standards as they build science curricula, but that the content that has been excluded from the state assessment will continue to be an integral part of science education in the state. They hope further that district-level and school-level assessments will go beyond the state assessment to monitor the progress of students on a wider range of content. Read the entire page →
From page 30... ... . 1.05 Identify and compare rational numbers in decimal form (tenths and hundredths) Read the entire page →
From page 31... ... 2.04 Identify intersecting, parallel, and perpendicular lines and line segments and their midpoints; identify in the environment. 2.05 Recognize congruent plane figures after geometric transformations such as rotations (turns) Read the entire page →
From page 32... ... 4.02 Display data in a variety of ways including circle graphs. Discuss the advantages and disadvantages of each form including ease of creation and purpose of the graph. Read the entire page →
From page 33... ... By illustrating in a vivid way the qualities of exemplary work, the standards can help students, parents, and teachers improve performance by providing models to emulate and guiding classroom strategies. To serve that function, performance standards include examples of student work that meet standards for proficiency; often they include, as a contrast, examples of work that represent levels of performance below proficiency. Read the entire page →
From page 34... ... The fourth element of performance standards is a set of decision rules that enable assessment designers and policy makers to determine whether students have attained a certain level of performance. Although the exemplars help educators determine whether a particular piece of student work reaches a given level of performance, educators also need to determine whether a collection of work such as responses in an assessment or a school year's work attains the desired level of proficiency. Read the entire page →
From page 35... ... People will aim for standards that represent genuine, believable targets for improvement, but standards that are too far beyond current levels of performance encourage schools to game the system or else foster cynicism. Standards-setters can demonstrate the reasonableness of the standards through existence proof demonstrating that students have attained the standards or through evidence that such levels are necessary for success in future education or employment. Read the entire page →
From page 36... ... Thaw or emit bow ~ sit ~ r Q , 3 ~ ~ 6 ~ flour Sieads shared S25 as equally as possible ~~ mI6':5 ~ R r Fiends sb3I66 ~ - ~~ ~ MAY ~ ~ ~~ 6~`l~ a:: to: i: A: Sources: Work sample adapted from Marilyn Burns, Writing in Math Class, 1995, pp. 76-82; copyright 1995 Math Solutions Publications; all rights reserved; used with permission. Read the entire page →
From page 38... ... Figure 3-2: Standards and an annotated classroom vignette illustrating English as a second language standards for grades pre-K-3, pages 38-41, is copyrighted by Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA. For information about obtaining the material contact the organization at 703-836-0074 or publ~tesol.edu; http://www.tesol.edu. Read the entire page →
From page 39... ... Figure 3-2: Standards and an annotated classroom vignette illustrating English as a second language standards for grades pre-K-3, pages 38-41, is copyrighted by Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA. For information about obtaining the material contact the organization at 703-836-0074 or publ~tesol.edu; http://www.tesol.edu. Read the entire page →
From page 40... ... Figure 3-2: Standards and an annotated classroom vignette illustrating English as a second language standards for grades pre-K-3, pages 38-41, is copyrighted by Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA. For information about obtaining the material contact the organization at 703-836-0074 or publ~tesol.edu; http://www.tesol.edu. Read the entire page →
From page 41... ... Figure 3-2: Standards and an annotated classroom vignette illustrating English as a second language standards for grades pre-K-3, pages 38-41, is copyrighted by Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA. For information about obtaining the material contact the organization at 703-836-0074 or publ~tesol.edu; http://www.tesol.edu. Read the entire page →

From page 23...

... But schools merely had to show that students achieved more than they did before, not that they reached designated levels of academic performance. And, as some commentators noted, students who registered large gains ended up ineligible for the program, thus providing a perverse incentive for schools not to increase student achievement.

3 Standards for Student Performance Pages 23-41

3 Standards for Student Performance
Pages 23-41