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The SBE (standards-based education) reform [2] movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings, [3] a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.
A developmental profile is a standardized psychodynamic diagnostic instrument for assessing clinically relevant personality characteristics. It is based on the clinical observation that adult personality characteristics often bear a considerable similarity to the behavioural patterns of early childhood .
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
An adult learner—or, more commonly, a mature student or mature-age student—is a person who is older and is involved in forms of learning. Adult learners fall in a specific criterion of being experienced, and do not always have a high school diploma. Many of the adult learners go back to school to finish a degree, or earn a new one. [1]
All students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, the arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be ...
The Gesell Developmental Schedules are a set of developmental metrics which outline the ages & stages of development in young children developed by Dr. Arnold Gesell and colleagues. [1] The original scale is generally considered not to satisfy the standards of rigor currently accepted in the field of psychometrics and is no longer used as an ...
Learning standards are also present at the local level in curriculum published by school districts where they often take the form of guidelines by grade of what a student can or should be able to do, or possibly even activity level learning objectives. These often are based on the state standards but at a finer grain.
QAA's purpose is 'to ensure that students and learners experience the highest possible quality of education.' Its strategy sets out the scope of its work in terms of four focus areas: Standards (QAA is custodian of various sector reference points); Assurance and enhancement; International; Leadership (QAA advises governments and has a high public profile on matters of quality).