Volume 12: Experiences with Standards-Based Reform
Editor SABES Central
Resource Center / World Education
In this volume of Adventures in Assessment,
teachers and practitioners write about their experiences with standards-based
reform initiatives at both the state and national levels. In the
process of translating these initiatives into everyday practice,
they have come to a better understanding of their students, curricula
and assessment, and the importance of getting students and teachers
involved in identifying what it is they need/want to know and for
what purpose and context.
Sherry Spaulding and Roseann Ritter were part of the implementation
phase of the Massachusetts ESOL frameworks project. They write about
their involvement in the project and how it helped them better understand
the role of standards in developing curriculum and the importance
of developing ways to understand what students know, and want and
need to know.
Beth Brockman participated in Phase Two of her state's framework
initiative in North Carolina. In her look at the draft frameworks
developed by practitioners in her state, she focuses on the non-language
outcomes of her students and how these could fit into a framework
for assessment. For more information about the North Carolina ESOL
Frameworks contact Literacy South, (919) 682-8108.
At the national level, Peggy McGuire, assessment coordinator
for Equipped for the Future (EFF), leads us through EFF's assessment
framework. She discusses the development and the implementation
of the framework and future activities. She helps us see how it
is linked closely to standards and how assessment is more than just
one dimension, one standard and one tool. Their approach can help
us see how this initiative can connect to our own state initiatives
as well as our own classroom practice. For more information on EFF,
check out http://www.nifl.gov/eff,
or call 1-877-433-7827.
In What Makes a Good Teacher? Marie Hassett identifies
eight characteristics of a good teacher. She hopes these will be
helpful as we look at and reflect on our own teaching and connection
to our students.
Caroline Gear, Rebecca Shiffren and Steve Kurtz write
about the importance of empowering teachers to problem solve about
classroom issues. They introduce a tool that was developed at the
Center for Teacher Education at The School for International Training
in Brattleboro, Vermont . This tool helped them establish a way
to give and receive feedback that involved the teacher more in the
In Learning from Experience, Bernie Driscoll from the Taunton
Adult Learning Center shares her math assessment process and tool
and talks about the difficulty
students may have when faced with an assessment tool that is too
Many teachers are looking at standards- based assessment and what
it means for them and their classrooms. As the initiatives grow
in use, it would be interesting to hear what other teachers are
doing to translate these initiatives into practice. What does it
mean to develop assessment tools, to write assessment criteria?
To develop performance standards? How are we using the EFF standards
in our classrooms? How are we using the other frameworks to better
understand what it is our students know, need to know and be able
As always we welcome your thoughts and ideas. If you would like
to submit an article or have comments, please feel free to contact
me at firstname.lastname@example.org.
Originally published in Adventures in Assessment,
Volume 12 (Winter 2000),
SABES/World Education, Boston, MA, Copyright 2000.
Funding support for the publication of this document
on the Web provided in part by the Ohio State Literacy Resource
Center as part of the LINCS
Assessment Special Collection.