| Alignment |
The process of linking
content and performance standards to assessment, instruction
and learning in classrooms. |
|
| Assessment |
The process of acquiring
qualitative or quantitative information. |
|
| Classroom assessment |
An assessment developed,
administered, and scored by a teacher or set of teachers with
the purpose of evaluating individual or classroom student performance
on a topic. |
|
| Commentary |
Comments that reflect
how the standards are demonstrated in student's work. |
|
| Content standards |
Expectations of
what students should know and be able to do in
particular subjects and grade levels. |
|
| Criteria |
Guidelines, rules,
characteristics or dimensions that are used to judge the quality
of student performance. |
|
| Curriculum |
A body
of material that defines the content to be taught and the methods
to be used. |
|
| Evaluation |
Judgment regarding
the quality, value, or worth of a response, product, or performance
based on established criteria and usually based on multiple
sources of information. |
|
| Examples of student
work |
Examples of student
work that illustrates standard-setting performances. |
|
| Performance
assessment |
An assessment
that requires students to construct a response, create a product,
or perform a demonstration. |
|
| Performance standards |
A definition of
what students must know and be able to do, and a description
of the quality of student work that meets the standards. |
|
| Performance task |
An authentic, meaningful
task that requires the students to synthesize knowledge and
skills learned and apply them to construct a response, create
a product and/or performance that demonstrates understanding. |
|
| Rubric |
A set of scoring
guidelines for assessing student work. |
|
| Scope |
The content that
is to be covered. |
|
| Sequence |
The sequential order
in which the content is presented and studied. |
|
| Skills |
The ability of students
to use knowledge effectively and readily in performance, the
ability to transform knowledge into action. |
|
| Standards |
Statements of specific
expectations. |
|
| Standards-based
assessment |
An assessment in
which the criteria are taken directly from the standards. |
|
| Standards-based
curriculum |
A curriculum designed
to produce student understanding and work that demonstrates
achievement of the standards. |
|
| Standards-based
instruction |
Instructional practices
designed to help every student achieve the standards. |
|
| Strands/Themes |
Headings that organize
the content or performance standards. |
|
| Understanding |
Insight into key
ideas, as reflected in thoughtful and effective use of knowledge
and skills in varied situations. |
|
