Thoughtfully constructed standards provide valuable direction for curriculum and instruction. But to bring about significant improvement in education, standards must be linked to students' learning experiences and to classroom assessments. The author describes the table of specifications, a planning tool for analyze standards for instruction and…

Educators can develop fair and accurate standards-based grading/reporting by switching to criterion-referenced grading practices; using differentiated criteria (denoting product, process, and progress); clarifying the purpose of each reporting tool; and developing a reporting form that identifies standards, facilitates interpretation, and…

Even when complex statistical formulas are used in setting cutoffs for standardized tests, their mathematical precision is no substitute for sound professional judgment. Raising standards or increasing expectations for student learning is not accomplished simply by raising cutoff percentages for performance levels or different grade categories.…

When the standards movement began more than 15 years ago, most educators welcomed the prospect of having clearly articulated student learning goals. The publication of the first set of standards by the National Council of Teachers of Mathematics in 1989 was greeted with unprecedented optimism. Standards offered educators a direction for reform…

Supports the North Central Association's focus on student outcomes in the accreditation process. Identifies obstacles confronting reform efforts (e.g., the beliefs that learning outcomes should be normally distributed, that education's purpose is to select talent, and that curriculum and instruction are ends in themselves). Discusses strategies…