Standard-Based Curriculum Assessment

Explain standards-based curriculum/instruction and balanced assessment to these concerned parents. In your response.

Standard-based curriculum/instruction is a curriculum that is developed by looking at the standards that our district and our state have adopted. Those standards identify the skills, knowledge, and dispositions that students should demonstrate to meet these standards. It also supports identifying activities that will allow students to reach and meet the goals stated in the standards. We believe that all students can (and should) become mathematically literate, and be proficient in reading and writing not just those students who have traditionally performed well in those classes. Due to that, we, as a school will focus on a

For example, they conduct formative assessment. Formative Assessment is part of our instructional process. It provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. The formative assessment will help our teachers determine next steps during the learning process as the instruction approaches the summative assessment of student

In fact, research shows descriptive feedback to be the most significant instructional strategy to move students forward in their learning. Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression. In other words, descriptive feedback is not a grade, a sticker, or "good job!" A significant body of research indicates that such limited feedback does not lead to improved student