ERIC Number: EJ773986
Record Type: Journal
Publication Date: 2006-Jan
Reference Count: N/A
Setting Standards: An Exercise in Futility?
Hargis, Charles H.
Phi Delta Kappan, v87 n5 p393-395 Jan 2006
Standards are often set by what teachers think students should know on the curriculum assigned to each of the grades. However, there are more unintended consequences of setting grade-level standards. Some students enter a grade already exceeding the grade-level standards; others enter a grade without having reached the standards of previous grades. Teachers sometimes feel there is little point in wasting time with students who are too far behind to achieve the standards. In addition, they feel the job is done when students achieve 100% of the grade-level standards, without considering the benefits to those students who could be learning at more advanced levels. In this article, the author argues that curricular standards should not be assigned to the grades. Standards need to be determined for individual students. Standards-based tests are being used to blame and punish and occasionally to reward. However, they do not guide instruction. They fail to help either teachers or students monitor improvement. (Contains 1 figure and 4 endnotes.)
Descriptors: Standard Setting, Grades (Scholastic), Reading Achievement, Biology, Readability, Reading Skills
Phi Delta Kappa International. 408 North Union Street, P.O. Box 789, Bloomington, IN 47402-1789. Tel: 800-766-1156; Fax: 812-339-0018; e-mail: firstname.lastname@example.org; Web site: http://www.pdkintl.org/publications/pubshome.htm
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Individual Achievement Test