Three Standards The Common Core Standard (CCS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects The CCS is a 66-page state-wide standards teachers are to use in determining what students are expected to learn on a per grade level…
The document provides objectives that teachers are expected to achieve and measured via the scores of their students. However, it does not dictate how these are to be taught. The strategy is left to the teacher to determine and implement. You will find, however, that there are three main points common in all grade levels: training students towards critical thinking, use of technology as aid to learning, and giving the students the confidence to learn, impart what they know, and ask questions and explore to know more. The measure of these standards is where each grade level differs. Reading and Writing for the early years of K-5 put emphasis on understanding the details of the text while later years concentrate on understanding the subtext, understanding the context, and analysing characters via their personal experience. Interstate School Leaders Licensure Consortium (ISLLC) Administrator Standards The CCS is a 13-page administrator standard that clearly defines the responsibilities of administrative officials involved in the education of children. Like CCS, it defines the expectations but does not provide for how these expectations are to be met. The document is pretty straight forward but very helpful for teachers in order to understand the point of view of administrators when they make decision and set direction of a school. There are always some differences between how teachers see things and how administrators will do things because of the very nature of their obligations. In summary, they have seven major concerns: (1) know the teachers’ objectives, how they can develop in their profession, teaching style, and how students see the student, (2) know the students in terms of knowledge, disposition, and performance, (3) nurture a school conducive for learning, (4) nurture a system that will help push the students forward, (5) establish relationship between the families and communities of students, (6) work with integrity, ethics and fairness, and (7) learn and work with a larger political, social, legal, and cultural perspective. Interstate New Teachers Assessment and Support Consortium (INTASC) Teachers Standards The INTASC is a 10-page teachers standard. It sets the minimum requirements of a teacher in terms of knowledge, character, and teaching skill. It does not set objectives on what a teacher must achieve at the end of a school year. It is a requirement on what a teacher should be to be able to effectively teach their courses to students and use the strategies set forth by the CCS. Of the 10 points, four are most likely the hardest to measure or determine: a teacher’s ability to set a collaborative learning environment, the use of both formal and informal assessment strategies, understand how students are different and still be able to come up with a strategy that would nurture all students, and understand how to be of help to the students on an intellectual, social and personal level without invading privacy. How the Documents Are Similar Never the Details. These documents set the objectives that teachers and administrative personnel must achieve for students to learn what they are expected to possess for college and, eventually, the professional world. To a certain extent, it also provides the strategies that teachers can utilize to achieve the objectives but none of these documents provide specific steps on how to get to the ...
Cite this document
(“Education and Testing Standards - Wisconsin Essay”, n.d.)
Retrieved from https://studentshare.net/education/44550-education-and-testing-standards-wisconsin
(Education and Testing Standards - Wisconsin Essay)
“Education and Testing Standards - Wisconsin Essay”, n.d. https://studentshare.net/education/44550-education-and-testing-standards-wisconsin.
I. Nature of the test is controversial and debatable. A. Memory based. Require recalling. B. Not diverse to cater to all mindsets. II. Curriculum issues. A. Restrict the curriculum. B. Do not cover the entire curriculum. III. Misuse. A. When parents decide the future of the child based on the test scores.
The reform is driven by the Standard based education reform movement which requires that there be standard education curriculum and clear, elaborate and measurable standards for all the students in American schools. Standards are formulated through political deliberations on what is important to be taught in schools and for students to know in order to suit the requirements of the job market.
This is the observable objective of all education systems while the next principle is the one that stresses on the part played by education in imparting values and right behavior patterns in children and also in inculcating creativity and all round social and emotional development.
However, the process has not been very hunky-dory and changes inevitably leads to introspection and self-examination that leads to more improvements. The NCLB concentrates on starting with the teachers on developing the quality of education. The existing standards of teaching, in many cases, were not adequate to address the standards proposed by NCLB.
For each of those areas, the curriculum is divided by grade levels: primary, 4th, 5th, 6th, 7th, and 8th grades (KDE, Combined Curriculum Document, 2007). Because the Web page has divided the areas of instruction into so many sub-parts, it is a bit cumbersome to navigate - be prepared to use your "forward" and "back" buttons on your browser quite a bit.
In the context of the climate change regime, now more than ever, environmental science, and especially weather, are of keen import within educational curricula. The subject will enable students to address current topics, and to enrich vocabulary toward fluency in this area.
A criterion-referenced test would indicate that Cyndy made 7 of every 10 free throw attempts. Norm-referenced tests are useful when a teacher wishes to see how well a student compares to others. However, they do not indicate a qualitative degree of mastery.
This essay shows the problem of providing a clear vision of the knowledge, performance and dispositions that teachers and school leaders need to support student learning and achievement of the revised Core Curriculum Content Standards. It tells about document with specific objectives for teachers to know and understand, teachers to value and be committed to and teachers to apply.