Glossary Of Terms

The National Dialogue on Standards-Based Education, sponsored by the North Central Regional Educational Laboratory, Mid-continent Research for Education and Learning, and the Berkana Institute, offers the following definitions of terms to guide educators and others through the literature and discussion on standards:

Academic or Content Standards
Statements that provide a clear description of the knowledge and skills that students should be developing through instruction in specific content (or academic areas)

Assessment
A method used to determine what a student knows, has learned, and/or is able to do

Benchmark
Level of performance that is expected in a given subject, in a given grade. A benchmark is usually a set measurement point used to assess whether students are progressing toward a specific goal

High-Stakes Testing
Achievement tests (or assessments) that may carry serious consequences for students (such as being held back a grade or denied a diploma based on low scores) or for educators (such as sanctions for low scores or financial rewards for high scores)

Performance-Based Assessment
An evaluation in which students demonstrate they know something by using knowledge and facts. Practical applications and real-life tasks are used (sometimes referred to as "authentic assessment")

Performance Standards
Statements that describe what it will take for a student to demonstrate mastery of a standard (sometimes called benchmarks)

Rubric
A scoring guide that gives specific criteria on which a piece of student work will be evaluated based on standards for student performance

Standard
Generally speaking, a description of what students should know and be able to do

Standards-Based Accountability
Policies, procedures, and systems designed to hold students, teachers, and schools responsible for their performance with regard to academic standards; standards-based accountability systems use various measures and are implemented at various levels (school level, districtwide, statewide)

Retrieved on 8/6/01 from: http://www.nationaldialogue.org/bkground/break.htm