While a standard may be considered valid if it measures what it is intended to measure, this is not always the case. Rather, a valid standard must have evidence supporting its validity, which may be empirical or logical. Standards supporting leaning among students should be supported by other valid measurements. For example, the CPRE Research Reports published by the Consortium for Policy Research in Education (CPRE) include evidence from other sources that the standard measures what it is intended to measure.
A similar concept, called student quality, is also important for measuring student learning. Research has found that student learning increases when it is similar to the quality of teacher practice. Developing a standard to measure student learning is helpful in ensuring that students are learning the material that is being taught. A guide to measuring student learning, or a standard that is based on multiple sources, helps students make relevant connections between subjects. Moreover, it helps students integrate their learning and demonstrate mastery.
In Colorado, the State Board of Education has adopted standards that focus on learning outcomes and student achievement. These standards reflect the state’s commitment to high-quality education. Colorado’s adopted academic standards reflect this commitment to higher education. The Colorado Academic Standards are a key component of the Colorado State Core State Standards. They have been implemented to ensure that all students reach their goals. With the introduction of the new standards, Colorado educators can now begin the implementation of these standards.
While students can be taught to learn in many ways, a mastery-level performance requires specific evidence that the learning has occurred. Learning progression is the progression of subskills and enabling knowledge. In other words, mastery is the application of skills in multiple contexts. Standards are also important for students because they help teachers gauge their progress. However, these standards are only useful if they include evidence of mastery.
A comprehensive study of standards-based education policy and practice in all 50 states was conducted. The standards in all academic disciplines were adopted by state and district levels, and they are organized around “big ideas” or prepared-graduate competencies. They help teachers plan lessons that are aligned with these learning outcomes. It is important to note that standards are not set in stone and can change over time. Standards are based on evidence outcomes, and they are continuously monitored and revised to reflect current practices.
The author of the study have highlighted the benefits of standards for assessment and learning. As a result, the author recommends that districts develop learning outcomes that outline evidence outcomes across grades. Also, it is recommended that districts define learning expectations clearly so that there are no gaps or overlaps. Such guidelines help teachers and students incrementally acquire concepts and build on prior learning. The author encourages districts to develop district curriculums that support these principles. This is an excellent place to start!.
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