Identify the Reporting Standards
Now that you have explored your standards, you should have a better understanding of the conceptual categories and/or shifts impacting what should be taught and when. Now, in standards based learning you identify measurement topics (approximately 10-15) for a grade level or course. In research, you will see these identified as “priority standards,” “power standards,”or “reporting standards.” Despite the different label, the criteria for identifying the overall main measurement topics are the same (Heflebower, 2015):
Endurance
Will this provide knowledge and skills that are valuable beyond a single test date?
Leverage
Will this provide knowledge and skills that are valuable within multiple disciplines?
Readiness for the Next Level of Learning
Will this provide students with tools for success at the next level or grade?
Teacher Judgement
Is this skill or knowledge critical for all students to know or be able to do?
Assessment Connection
Will this skill or knowledge be assessed on an instrument used for instructional decision-making?
Reporting standards streamlines communication with parents around what students know and are able to do. According to Guskey (2012), “developing reporting standards requires combining narrowly defined standards into broader groupings or categories that meaningfully summarize students’ performance” (22). While not all standards are reported out on a report card, they are expected to the learned and are components of rubrics and performance assessments.
Additional Resources
Guskey, T. R., & Bailey, J. M. (2010). Developing standards-based report cards. Thousand Oaks, CA: Corwin.
Heflebower, T., Hoegh, J. K., & Warrick, P. (2014). A school leader's guide to standards-based grading. Bloomington, IN: Marzano Research.
Bloom's Taxonomy and Relation to DOK