Standards-based Instruction and Assessment Ohio State ABLE Director’s Meeting October 29, 2002 Presenter: Mahna Schwager, PhD WestEd

Standards are an anchor for a standards-based educational system. In a standards-based system, curriculum, instruction, and assessment all align with the standards.

Standards identify what areas of knowledge, understanding, and skills students are expected to learn in key content and career areas. As a set, they convey a vision for learning

Standards are... A standard is one or more statements or phrases that clearly defines the knowledge and skills to be taught and/or level of performance that is expected in a content or career area. A set of content standards should represent consensus among stakeholders.

Standards... provide a common language for key stakeholders set goals that can be used to guide the development of curriculum and instruction. provide a common set of criteria that can be used to evaluate the success of individual students, schools, and school districts.

Benefits of Standards - 1 Educators know the important content to be covered and can design high quality, focused programs and curricula aligned to meaningful assessments.

Benefits of Standards - 2 Students have clear goals for their education and career preparation.

Benefits of Standards - 3 Workers are apprised of underlying expectations for jobs and career development, enabling them to better meet employer criteria and increase their chances for mobility and advancement.

Benefits of Standards - 4 Employers have criteria to recruit, screen, place, and evaluate potential employees more efficiently.

What are content standards? Core academic standards (ELA, mathematics, science, thinking skills) Career preparation standards (workplace readiness skills) Career-technical standards (industry core, occupational cluster, occupation- specific)

Sample Mathematics Standard for Adult Learners * The adult learner develops and applies math strategies to a variety of situations. Applies algebraic concepts and methods to explore, analyze or solve real life problems Solves problems with formulas Uses formulas on GED Math test (i.e., simple interest, distance, total cost) to solve word problems) *Arizona State Content Standard ASE I/GED Level

Sample Technology Standard for Adult Learners* Exit Criteria: Upon completing Technology Basics Level 3, a learner can work with or learn most basic computer software, such as using a word processor to produce own texts, and can follow simple instructions for using technology. * Washington State Technology Basics Content Standard Level 3 ABE

Sample Family Literacy Standard* Family Literacy Activities Parents encourage family members to participate in regular and consistent family literacy activities, providing age- appropriate resources and materials. *Draft California State Parent Education Content Standards

Selected Family Literacy Activities (Continued) Identify, create, and engage in literacy activities that parents and children can participate in together (e.g., developing language, telling stories, reading aloud, writing stories and letters). Take advantage of reading and writing opportunities that present themselves in everyday life (e.g., preparing grocery lists, reading aloud road signs, food labels) as literacy activities. …..

What are Performance Standards? are the expected or required level of student performance or understanding. may be identified within a set of rubrics. can be used to gauge the degree to which students meet content standards. lay between obtaining agreement on content and determining the assessments that will test students’ achievement of the content standards

Different forms of performance standards Performance indicators Examples of student work at specific proficiency levels Achievement levels associated with a test Grade-specific benchmarks Explicit performance criteria

Performance indicators* Business Content Standard Application of Technology Students will understand the general nature of computer hardware and software systems and adapt to changing technology. They will use contemporary technologies to be productive and develop solutions. *OaklandWorks, a local school-to- work partnership, developed career- technical content standards that include performance indicators. Sample Performance Indicators Uses electronic communications, such as , fax, and telecommunications systems, such as voic Uses appropriate software programs and computer applications to convey project information, solve problems, complete assignments, and produce business documents Selects and uses word processing, desktop publishing, database, spreadsheet, presentation graphic, multimedia, and industry- specific software

Examples of student work at specific proficiency levels The New Standards performance standards include: Performance descriptions telling what student should know and the ways they should show their knowledge and skills. Work samples that illustrate standard-setting performances in relation to parts of the standards. Commentaries explaining why the work is standard-setting in reference to the relevant performance description.

Achievement levels associated with a test* Basic When reading informational text, basic-level fourth graders should be able to tell what the selection is generally about or identify the purpose for reading it, provide details to support their understanding, and connect ideas from the text to their background knowledge and experiences. * NAEP Grade 4 Reading Advanced When reading informational text, advanced-level fourth graders should be able to explain the author’s intent by using supporting material from the text. They should be able to make critical judgments of the form and content of the text and explain their judgments clearly.

Grade-specific benchmarks* Grade 3 Compare and contrast within and between texts (e.g., facts, characters, time frame, setting). *Utah Language Arts benchmarks on text analysis Grade 6 Compare and contrast within and between texts (e.g., facts, characters, time frame, setting, author’s purpose, quality of writing).

Explicit performance criteria Keyboarding Demonstrates ability to type 80 words per minute with no errors.

Key Characteristics of Effective Standards  clear and easy to understand  focused on single themes  comprehensive yet manageable in number  reflective of high expectations for adult learners  inclusive of both knowledge and skills  limited to measurable student performance

Dilemmas of Identifying Content Standards On which issues do you have agreement? On which issues do you have differing opinions? How might you resolve these issues as you go about implementing standards in adult education programs?

Steps for Developing or Adapting Standards for Local Use Conducting background research Producing draft standards using an inclusive process Reviewing and validating standards using multiple methods Refining standards after use

School Level Implementation Questions Who is responsible for teaching what standards? What should instruction look like? What is to be assessed? By whom? By what means? Do all learners have opportunities to be instructed and assessed in relation to the standards? What do teachers need to know and be able to do in order to teach and assess? How will opportunities to address these needs be provided over time?