STANDARDS-BASED

LAST UPDATED: 12.05.14

In education, the term standards-based refers to systems of instruction, assessment,
grading, and academic reporting that are based on students demonstrating
understanding or mastery of the knowledge and skills they are expected to learn as they
progress through their education. In a school that uses standards-based approaches to
educating students, learning standardsi.e., concise, written descriptions of what
students are expected to know and be able to do at a specific stage of their education
determine the goals of a lesson or course, and teachers then determine how and what to
teach students so they achieve the learning expectations described in the standards.
In the United States, most standards-based approaches to educating students use state
learning standards to determine academic expectations and define proficiency in a
given course, subject area, or grade level. The general goal of standards-based learning
is to ensure that students are acquiring the knowledge and skills that are deemed to be
essential to success in school, higher education, careers, and adult life. If students fail to
meet expected learning standards, they typically receive additional instruction, practice
time, and academic support to help them achieve proficiency or meet the learning
expectations described in the standards. Standards-based learning is common in
American elementary schools, but it is becoming more widely used in middle and
secondary schools.
In most cases, standards-based learning, standards-based instruction, orstandardsbased education, among other similar terms, are synonyms forproficiency-based
learning or competency-based learning (two terms that are themselves
synonymous). Defining standards-based learning is further complicated by the fact that
educators not only use a wide variety of terms for the general approach, but the terms
may or may not be used synonymously from place to place. A few of the other common
synonyms include mastery-based, outcome-based, and performance-basededucation,
instruction, or learning, among others. In addition, there is a subtle but significant
difference between standards-based and standards-referencesee the explanation
below.

Standards-Based vs. Standards-Referenced

The distinction between standard-based and standards-referenced is often a source of
confusion among educators and the publicin part because the terms are sometimes
used interchangeably, but also because the distinction between the two is both subtle
and nuanced. In brief, standards-referenced means that what gets taught or tested is
referenced to or derived from learning standards (i.e., standards are the source of the
content and skills taught to studentsthe original reference for the lesson),
whilestandards-based refers to the practice of making sure students learn what they
were taught and actually achieve the expected standards (i.e., that students meet a
defined standard for proficiency). In a standards-referenced system, teaching and
testing are guided by standards; in a standards-based system, teachers work to ensure
that students actually learn the expected material as they progress in their education.
Another way of looking at it is that standards-referenced refers to inputs (what is taught)
and standards-based is focused on outputs (what is learned).
While a particular course may be standards-referenced, for example, it doesnt
necessarily mean that it is standards-based in the sense that the term is predominately
used by educators. However, all standards-based curricula, instruction, and tests areby

necessitystandards-referenced. For example, all fifty states in the United States have
developed and adopted learning standards that schools and teachers are expected to
follow when they create academic programs, courses, and other learning
experiences (before the 1980s and 1990s, states did not have learning standards). In
theory, these educational policies suggest that all American public schools either are or
should be teaching a standards-referenced curriculum. Yet comparatively few public
schools are authentically standards-based in the sense that students are required to
demonstrate achievement of expected standards, and meet defined proficiency
expectations, as they progress through their education. For a more detailed discussion,
see proficiency-based learning.
The following examples will help to illustrate the distinction between standardsbasedand standards-referenced:

Assessment: Say a teacher designs a standards-referenced test for a history

course. While the content of the test may be entirely standards-referencedi.e., it
is aligned with the expectations described in learning standardsa score of 75 may
be considered a passing score, suggesting that 25 percent of the taught material was
not actually learned by the students who scored a 75. In addition, the teacher may
not know what specific standards students have or have not met if only the scores
tests and assignments are summed and averaged. For example, a student may be
able to earn a passing grade in a ninth-grade English course, but still be unable to
demonstrate command of the conventions of standard English grammar and usage
when writing and speaking or demonstrate understanding of figurative language,
word relationships, and nuances in word meaningstwo ninth-grade standards
taken from the Common Core State Standards. If the teacher uses a standards-based
approach to assessment, however, students would only pass a test or course after
demonstrating that they have learned the knowledge and skills described in the
expected standards. The students may need to retake a test several times or redo an
assignment, or they may need additional help from the teacher or other educational
specialist, but the students would need to demonstrate that they learned what they
were expected to learni.e., the specific knowledge and skills described in
standards.

Curriculum: In most high schools, students typically earn credit for passing a
course, but a passing grade may be an A or it may be a D, suggesting that the
awarded credit is based on a spectrum of learning expectationswith some students
learning more and others learning lessrather than on the same learning standards
being applied to all students equally. And because grades may be calculated
differently from school to school or teacher to teacher, and they may be based on
different learning expectations (for example, some courses may be harder and
others easier), students may pass their courses, earn the required number of
credits, and receive a diploma without acquiring the most essential knowledge and
skills described in standards. In these cases, the curricula taught in these schools
may be standards-referenced, but not standards-based, because teachers are not
evaluating whether students have achieved specific standards. In standards-based
schools, courses, and programs, however, educators will use a variety of instructional
and assessment methods to determine whether students have met the expected
standards, including strategies such as demonstrations of learning, personal
learning plans, portfolios, rubrics, and capstone projects, to name just a few.

Grading: In a standards-referenced course, grading may look like it traditionally

has in schools: students are given numerical scores on a 1100 scale and class
grades represent an average of all scores earned over the course of a semester or
year. In a standards-based course, however, grades often look quite different.
While standards-based grading and reporting may take a wide variety of forms from
school to school, grades are typically connected to descriptive standards, not based
on test and assignment scores that are averaged together. For example, students
may receive a report that shows how they progressing toward meeting a selection of
standards. The criteria used to determine what meeting a standard means will
defined in advance, often in arubric, and teachers will evaluate learning progress
and academic achievement in relation to the criteria. The reports students receive

might use a 14 scale, for example, with 3s and 4s indicating that students have met
the standard. In standards-based schools, grades for behaviors and work habits
e.g., getting to class on time, following rules, treating other students respectfully,
turning in work on time, participating in class, putting effort into assignmentsare
also reported separately from academic grades, so that teachers and parents can
make distinctions between learning achievement and behavioral issues. See the
following example of a standards-based report card:

Most Common Teaching Styles Used with Elementary School Students

An educator needs to use appropriate teaching styles when teaching elementary students.
Lessons in the elementary classroom need to be structured differently from those in the middle
school or high school classroom.

Working as an elementary school teacher puts individuals in the position to work with students
from various communities, religious backgrounds and ethnicities. Teachers are also exposed to
children who have different ways of learning.

To be the most effective, teachers need to be able to help various types of students get the most
from their educational experience. An instructor should be aware of numerous teaching
techniques to use in the classroom. And, in order to maintain success, teachers need to mix
these techniques and tailor them to the situation and the needs of each student.

Here are the most popular teaching styles used in the elementary classroom.

Demonstration
Many times teachers rely on demonstration to help their students comprehend material. One of
the most common ways that teachers accomplish this is by showing, instead of just telling, by
way of computer-based displays and experiments.
Other things teachers can use are projectors to display graphs and visual brainstorm webs. The
majority of individuals benefit from this method of teaching despite their learning style.
Elementary students need supported practice, especially when working with mathematics.
Teachers should model a new concept several times and then take the students through guidedpractice. Once guided-practice has been completed, they should begin practicing independently.
Hands-on
Elementary students generally learn best with hands-on methods. For instance, students will
most likely have difficulty understanding the concept of multiplication if it is just explained to
them. However, if they begin experimenting with multiplication and practicing this type of
problem, they will understand it better and recall how it works.
The traditional lecture
A standard, formal way of teaching is the traditional lecture method. In this method, the teacher
assumes the role of an expert and provides facts to the students. Many times students will take
notes on the information that is being taught.
This teaching method is especially beneficial if a major exam is approaching. It is helpful because
it offers students the main topics to study and assists them in organizing a review sheet to study.
Visual learners may have difficulty with this technique because they succeed by seeing examples
rather than just listening to them.
Collaboration
Teachers can create an activity and then encourage their students to work together either in a
group or with a partner. This method inspires students in several ways, including:

Problem solving
Communication skills
Interactive learning
This method is also helpful in determining which areas their students need assistance in and
which areas they are stronger. Collaboration should be followed by a group discussion where
students can converse about their perceptions and findings.
Hands-of
In this style of teaching, teachers give their students only minimal instructions. Instead, teachers
urge their students to study independently. This develops their self-actualization and critical
thinking skills.

This teaching style is considered more sophisticated. This approach works best for students in
their later years of elementary school. Students who can take on more responsibility related to
the learning process are ideal candidates for this teaching method.
Teaching Strategies
There are a variety of teaching strategies that instructors can use to improve student learning. The links below will show you some
ways to make your classes more engaging.

Active Learning - Active Learning is anything that students do in a classroom other than merely passively listening to an
instructor's lecture. Research shows that active learning improves students' understanding and retention of information and
can be very effective in developing higher order cognitive skills such as problem solving and critical thinking.

Clicker Use in Class - Clickers enable instructors to rapidly collect and summarize student responses to multiple-choice
questions they ask of students in class.

Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students
work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but
they don't require permanently formed groups.

Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect,
infer, and judge. It brings these activities together and enables the student to question what knowledge exists.

Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop
their own views and hear their own voices. A good environment for interaction is the first step in encouraging students to talk.

Experiential Learning - Experiential learning is an approach to education that focuses on "learning by doing," on the
participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and
reflective exercises.

Games/Experiments/Simulations - Games, experiments and simulations can be rich learning environments for students.
Students today have grown up playing games and using interactive tools such as the Internet, phones, and other appliances.
Games and simulations enable students to solve real-world problems in a safe environment and enjoy themselves while doing
so.

Humor in the Classroom - Using humor in the classroom can enhance student learning by improving understanding and
retention.

Inquiry-Guided Learning - With the inquiry method of instruction, students arrive at an understanding of concepts by
themselves and the responsibility for learning rests with them. This method encourages students to build research skills that
can be used throughout their educational experiences.

Interdisciplinary Teaching - Interdisciplinary teaching involves combining two different topics into one class. Instructors who
participate in interdisciplinary teaching find that students approach the material differently, while faculty members also have a
better appreciation of their own discipline content.

Learner-Centered Teaching - Learner-Centered teaching means the student is at the center of learning. The student
assumes the responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the power in the
classroom shifts to the student.

Learning Communities - Communities bring people together for shared learning, discovery, and the generation of knowledge.
Within a learning community, all participants take responsibility for achieving the learning goals. Most important, learning
communities are the process by which individuals come together to achieve learning goals.

Lecture Strategies - Lectures are the way most instructors today learned in classes. However, with todays students,
lecturing does not hold their attention for very long, even though they are a means of conveying information to students.

Mobile Learning - Mobile Learning is any type of learning that happens when the learner is not at a fixed location.

Online/Hybrid Courses - Online and hybrid courses require careful planning and organization. However, once the course is
implemented, there are important considerations that are different from traditional courses. Communication with students
becomes extremely important.

Problem-Based Learning - Problem-based Learning (PBL) is an instructional method that challenges students to "learn to
learn," working in groups to seek solutions to real world problems. The process replicates the commonly used systemic
approach to resolving problems or meeting challenges that are encountered in life, and will help prefer students for their
careers.

Service Learning - Service learning is a type of teaching that combines academic content with civic responsibility in some
community project. The learning is structured and supervised and enables the student to reflect on what has taken place.

Social Networking Tools - Social networking tools enable faculty to engage students in new and different means of
communication.

Teaching Diverse Students - Instructors today encounter a diverse population in their courses and many times need
assistance in knowing how to deal with them.

Teaching with Cases - Case studies present students with real-life problems and enable them to apply what they have
learned in the classroom to real life situations. Cases also encourage students to develop logical problem solving skills and, if
used in teams, group interaction skills. Students define problems, analyze possible alternative actions and provide solutions
with a rationale for their choices.

Team-Based Learning - Team-based learning (TBL) is a fairly new approach to teaching in which students rely on each other
for their own learning and are held accountable for coming to class prepared. Research has found that students are more
responsible and more engaged when team-based learning is implemented. The major difference in TBL and normal group
activities is that the groups are permanent and most of the class time is devoted to the group meeting.

Team Teaching - At its best, team teaching allows students and faculty to benefit from the healthy exchange of ideas in a
setting defined by mutual respect and a shared interest in a topic. In most cases both faculty members are present during
each class and can provide different styles of interaction as well as different viewpoints.

Writing Assignments - Writing assignments for class can provide an opportunity for them to apply critical thinking skills as
well as help them to learn course content.

Teamwork and Teams

So, how to define teamwork? Well the obvious place to start is with a dictionary. Typically,
teamwork is defined as:
Co-operation between those who are working on a task.
when a group of people work together cohesively, towards a common goal, creating a positive working atmosphere,
and supporting each other to combine individual strengths to enhance team performance.

Teamwork is generally understood as the willingness of a group of people to work together to

achieve a common aim. For example we often use the phrase: he or she is a good team player.
This means someone has the interests of the team at heart, working for the good of the team.