 |
|
|
 |
 |
|
|
|
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Having standards and benchmarks documents and a schedule of development is not sufficient to implement a quality standards-directed system. Many aspects of the education system are impacted when the decision to be standards-directed is made. To support the implementation of a standards-directed education system there are several different sets of accompanying structures; McREL describes one such set. These structures are outlined in the following 8-Tenets of a Standards-Based Education briefly stated below. |
|
|
|
|
|
|
|
|
|
|
- Standards-based education holds students accountable for specific district-wide content standards that have accompanying benchmarks.
- Standards-based education holds students accountable for specific thinking and reasoning standards.
- Standards-based education separates out essential learning standards (student learning goals).
- Standards-based education has no explicit, mandatory instructional model.
- Standards-based education emphasizes the application of knowledge.
- Standards-based education provides direct feedback to students on their standings relative to standards.
- Standards-based education relies heavily on classroom teachers for assessment data.
- Standards-based education emphasizes student self-assessment.
|
|
|
|
|
|
|
|
|
|
|
An understanding of these structures and their interrelatedness is important to the foundational dialogue about a standards-directed system. Teachers need the opportunity to read, study, and interact with each of these 8 tenets. Answering for themselves and with their peers in a facilitated discussion the following types of questions: What does this tenet look like in the classroom? Do we presently have this tenet in our education system? Do I disagree with the implementation of this tenet? How will this tenet affect my classroom? |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
