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Standards-Based Assessment. University of Rhode Island -EDC 452. History. 1983 - National Commission on Excellence in Education – A Nation at Risk (1983).
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Standards-Based Assessment University of Rhode Island -EDC 452
History • 1983 - National Commission on Excellence in Education – A Nation at Risk (1983). • “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.” • “We have even squandered the gains in student achievement made in the wake of the Sputnik challenge.”
History • 1983 - National Commission on Excellence in Education – A Nation at Risk (1983). • “Moreover, we have dismantled essential support systems which helped make those gains possible.” • “We have, in effect, been committing an act of unthinking, unilateral educational disarmament.”
History • 1990 – Governor’s Conference in Virginia • National Education goals – voluntary curriculum standards • Goals 2000 (Pres. Clinton) • Standards not voluntary, but also not enforced
21st Century • ESEA: “No Child Left Behind” • Federal government’s move to control teacher/school quality and accountability • Curriculum control: • Use of proven, research-based curricula • Approved programs linked to funding • Link between curriculum and testing?
Standards • Academic standards are public statements about what students should know and be able to do. • National, state, and local level
Standards • Content standards indicate what students should know and should be able to do • M(N&O)–2–5 Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99). • M(N&O)–10–6 Uses a variety of mental computation strategies to solve problems. Calculates benchmark perfect squares and related square roots (e.g., 12, 22 , …, 122, 152, 202, 252, 1002, 10002).
Standards • A performance standard measures how well a student's work meets the content standard. • A performance standard has levels (e.g., 4, 3, 2, and 1; or advanced, proficient, novice, and basic) • frequently examples of student work are provided for each level • essentially a rubric
Standards • M(N&O)–2–5 Demonstrates understanding of monetary value by adding coins together to a value no greater than $1.99 and representing the result in dollar notation; making change from $1.00 or less, or recognizing equivalent coin representations of the same value (values up to $1.99).
Standards • M(N&O)–3–3 Demonstrates conceptual understanding of mathematical operations by describing or illustrating the inverse relationship between addition and subtraction of whole numbers; and the relationship between repeated addition and multiplication using models, number lines, or explanations. (State)
Standards • M(N&O)–4–3 Demonstrates conceptual understanding of mathematical operations bydescribing or illustrating the relationship between repeated subtraction and division (no remainders); the inverse relationshipbetween multiplication and division of whole numbers; or the addition or subtraction of positive fractional numbers with like denominators using models, number lines, or explanations. (State)
Standards • M(N&O)–5–3 Demonstrates conceptual understanding of mathematical operations bydescribing or illustrating the meaning of a remainder with respect to division of whole numbers using models, explanations, or solving problems. (State)
Standards • Underlying assumption: At a certain basic level, it is important for everyone to learn the same thing • Who determines this level (i.e., national, state, or local)? • What are the philosophical implications of this assumption?
