The Effects of Standards Based Learning and Assessments on Curriculum Development

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Standards-based learning and assessments are bound to have some effect on curriculum development and planning whether it is positive or negative. “Generally, standards based learning refers to establishing what all students should know and be able to do and providing assessments that are aligned with the standards” (Hargrove, Walker, Huber, Corrigan, and Moore, 2004). It is important to determine the effects that standards based learning will have on teaching and learning. The answer to questions of whether or not there will be an observable difference in teaching styles and strategies is of great interest. It is also necessary to determine if there is a true standards-based reform or if teachers are just putting standards by the tests …show more content…
“K-12 public education is as close as it has ever been to saying every high school graduate must be college ready” (Phillips & Wong, 2010). With the prior statement in mind, it is necessary to revise the current standards in the K-12 educational system. Many states have employed standards based reorganization to improve the chances for success for all students. Part of the reorganization includes providing schools with a consistent group of standards that details exactly what students need to know and what students are capable of achieving. Often teachers are only given the uniform standards, but they are not told what materials or strategies to use in teaching the standards. In order for the standards based reorganization to work as it should, teachers and other specialists should design or approve materials and instructional strategies that are aligned with the standards (D’Agostino, Welsh, & Corson, 2007). Clarke, Stow, Ruebling, and Kayona (2006) give three important “considerations” when creating the curricular materials and assessments. First, the curriculum documents should give some sort of direction, focus, and accountability in the learning environment. Second, the learning goals should be in line with the state’s standards. Third, there should be “quality control”; this means that teachers should not teach something that is not part of the curriculum. Students must be

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