Difference between revisions of "Performance Standards"
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| − | {{Term|PERFORMANCE STANDARDS|Explicit definitions of what learner must do to demonstrate proficiency at a specific level on the content [[Standards|standards]]. It is observable, and has specific indicators of success. It is meaningful, reasonable and attainable, and describes satisfaction expressed in terms of quantity, quality, timeliness, cost, or [[Outcomes|outcomes]]. It represents what is expected of learners at benchmark grade levels. Also, it can be about certain behaviors such as friendliness, helpfulness, courteousness, etc. <ref> [http://www.aacu.org www.aacu.org] (5 March 2008), [http://www.indiana.edu www.indiana.edu] (5 March 2008)</ref>}} | + | {{Term|PERFORMANCE STANDARDS|Explicit definitions of what a learner must do to demonstrate proficiency at a specific level on the content [[Standards|standards]]. It is observable, and has specific indicators of success. It is meaningful, reasonable and attainable, and describes satisfaction expressed in terms of quantity, quality, timeliness, cost, or [[Outcomes|outcomes]]. It represents what is expected of learners at benchmark grade levels. Also, it can be about certain behaviors such as friendliness, helpfulness, courteousness, etc. <ref> [http://www.aacu.org www.aacu.org] (5 March 2008), [http://www.indiana.edu www.indiana.edu] (5 March 2008)</ref>}} |
Latest revision as of 14:20, 31 July 2008
 PERFORMANCE STANDARDS |
| Explicit definitions of what a learner must do to demonstrate proficiency at a specific level on the content standards. It is observable, and has specific indicators of success. It is meaningful, reasonable and attainable, and describes satisfaction expressed in terms of quantity, quality, timeliness, cost, or outcomes. It represents what is expected of learners at benchmark grade levels. Also, it can be about certain behaviors such as friendliness, helpfulness, courteousness, etc. [1] |
References
- ↑ www.aacu.org (5 March 2008), www.indiana.edu (5 March 2008)