The implications of a standards-based curriculum for the learning-teaching- assessment process include:
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When working with standards, the assessment system needs to be consistent with what is being tested. Comparing a pupil’s performance with other pupils is known as norm-reference assessment and pupils can be assessed against a standard (criterion- referenced assessment).
Assessment is viewed not only as a final product (summative), but also as a continual process (formative) and provides pupil performance data to teachers and students regarding their progress towards achieving the standards. This shift to standards- based assessment helps create ‘a culture of success,’ where all pupils can achieve an acceptable level. The curriculum sets benchmark levels of pupils’ achievement and progress towards meeting the standards by describing what the pupils can do with particular areas of learning such as language. So, it is necessary to move beyond testing methods which concentrate on memory, and develop those which measure understanding and application (Genesee, et.al., 1998; Winters, 1995). In order to assess if pupils have achieved the different benchmarks, they are expected to demonstrate what they can do, by applying what they know to real-life situations. Bench marking is a standard against which something can be measured or assessed. A bench marking test brings accountability to schools by measuring student learning against quantifiable standards. Teachers use the results of bench mark tests to modify their instructions as needed and to prepare students for end of year standardized achievement tests
Standards show what students should know at different levels of their school life. Examinations measure student progress towards attaining the standards.
Setting National Standards enables: · Equal opportunity for the students. All the students are compared to the same standards. · Clarity, it is clear what pupils should know at different levels of their education · Expectations of what all pupils should know and be able to do are clear. · A higher level of achievement, while being realistic and relevant to the context in which they are being taught. "The idea behind standards-based curriculum is to set clear standards for what we want students to learn and to use those academic standards to drive other changes in the system and for life -long learning and living."
PNG chose a Standards Based Curriculum because we want to improve the standards of teaching and learning. The teachers will have a clear purpose and focus on what will be taught and assessed. Students will be informed of what they have to know and be able to do. Both the teacher and the students understand the purpose and focus of the curriculum.
A standard is a level of quality or achievement. It is used to measure or estimate
the quality or degree of something, for example, how good a piece of work is. The introduction of a Standards Based Education in PNG is an important Government directive and was recommended by the OBE Task Force or the Czuba Report (2013). The rationale of having a Standards Based Education in PNG is to raise PNG’s performance in all aspects of education; curriculum development, teacher training, student and teacher performance and leadership. Standards in Education provide a description of what a child will know, understand and be able to do at each grade. |
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