In order to meet a standard, a student must be able to demonstrate that she or he can consistently meet the criteria whenever it is assessed. Meeting a standard consistently does not mean meeting it perfectly. Some standards address skills and knowledge which may only have to be demonstrated once during a unit. Other standards may be recursive and address skills which must be assessed multiple times throughout a unit or grading period.
Standards are typically broken down into a progression of learning targets. Learning targets may gradually build on one another allowing students to demonstrate growth throughout a unit of study. In order to meet a standard, each supporting learning target should be met at some point. This may happen with a single assessment, or more commonly, with multiple smaller assessments over time.
Teachers work from detailed scoring guides that clearly define the criteria for meeting all standards. this ensures consistency within academic disciplines and across grade levels. We have never been more consistent with what we expect our students to learn and how we measure that learning.
The criteria for meeting the requirements of individual assignments and/or learning targets is set by the teacher and commonly shared with students in the form of a rubric or other scoring guide. The criteria will vary from assessment to assessment. For example, a project-based rubric will look different from the criteria set for a traditional test.
Sharing the learning targets along with the criteria for success is central to our instructional approach. Students should always know what it means to meet a standard or to meet the learning targets on any given assignments. Parents who have specific questions about assignments are encouraged to speak with teachers directly. They will be more than happy to clarify.
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