Defining Achievement Standards for Educational Systems
The most interesting function of educational evaluation resides in the possible improvement produced in the person evaluated as a result of the post-evaluation decisions made. When it is a matter of evaluating school performance, it is vital to establish a priori achievement standards. If not, evalu...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidad de Navarra
2009-10-01
|
| Series: | Estudios sobre Educación |
| Subjects: | |
| Online Access: | https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/22436 |
| Summary: | The most interesting function of educational evaluation resides in the possible improvement produced in the person evaluated as a result of the post-evaluation decisions made. When it is a matter of evaluating school performance, it is vital to establish a priori achievement standards. If not, evaluation can only establish the situation of a student’s learning process but nothing can be said about the difference between that situation and the desired level. This article deals with the problems which arise from the development of a curriculum based on standards. Thus the concept of standard is defined, a typology is determined which is illustrated by various examples –some of which have been developed in the Comunidad Foral de Navarra–, also guide lines for designing standards are offered and the advantages and difficulties involved in evaluation based on standards are discussed. |
|---|---|
| ISSN: | 1578-7001 2386-6292 |