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ERIC Number: EJ771004
Record Type: Journal
Publication Date: 2007
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-1253
Standards-Based Reform: Can We Do Better?
Volante, Louis
Education Canada, v47 n1 p54-56 Win 2006-2007
Proponents of standards-based reform claim that student achievement testing increases accountability and allows for greater instructional consistency. Performance across schools, boards, provinces, and even countries internationally can be compared and contrasted with the aim of identifying exemplary teaching practices. Teachers can also use external tests for diagnostic assessment to see where students need more study and possibly remedial assistance. But improving the quality of schools and student learning requires more than the implementation of large-scale assessment programs and testing targets. The ability to promote meaningful educational reform depends on breaking out of this narrow mindset to position schools to promote authentic teaching and learning. Collectively, the five considerations offered in this article--collective process, comprehensive targets, classroom versus large-scale assessment, short-term versus long-term goals, and broader vision--provide a framework to achieve this objective and position Canada as a leader in school improvement. Essentially, these considerations turn current standards-based reform agendas and the testing targets that typically accompany them on their heads to reflect a broad, rather than narrow, scope of educational quality indicators. Certainly, if schools are going to expect excellence from their students and teachers, they need to provide a more comprehensive educational reform vision than is currently characterizing Canada and much of the Western World. (Contains 14 notes.)
Canadian Education Association. 317 Adelaid Street West #300, Toronto, ON M5V 1P9, Canada. Tel: 416-591-6300; Fax: 416-591-5345; e-mail: publications@cea-ace-ca; Web site: http://www.cea-ace.ca/home.cfm
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada