Standards-Based Education

Educational standards are precise, written descriptions of what students are expected to know and be able to do at a specific stage of their education. Educators and policymakers have realized and acknowledged the need to develop and implement various complementary types of standards such as content, instruction, performance, and assessment in order to accomplish the learning standards. Hence, standards-based education is a broad concept referring to systems of instruction, assessment, grading, and academic reporting based on students’ unveiling the expected mastery of the knowledge and skills as they proceed through their education. Standards shape teaching goals and guide teachers what and how to teach students to help them to meet the learning expectations defined in the standards. In recent times, the broad concept of standards based or outcome based has been driven by a neoliberal approach to education reform, and governments worldwide have launched standards- or outcomes-based initiatives in response to poor rankings on international tests (e.g., PISA, TIMSS, and PRLIS, etc.). The trigger for the birth of standards and the accompanying accountability reform in the United States in the 1980s was the alarming reports on school quality such as “Nation at Risk.” The extensive policies of the “No Child Left Behind” legislation in the early 2000s boosted the establishment of accountability systems by which the implementation of standards has been monitored. Standards were initiated to improve students’ achievement and to advance the standing of American students in global economic competition. However, to this day, the debate over standards-based education is still alive and kicking as supporters and opponents continue to provide arguments and evidence that reinforce their positions. Standards and standards-based education are not unique to the American education system; they have been developed and are being implemented in several countries in which the educational systems are not necessarily similar to the American one. Over time, mainly content, instruction, and assessment standards have been tailored to different subjects and attempts to meet the needs of different groups have been made. However, the success in aligning different types of standards to each other and to teaching practices has been doubtful. Furthermore, implementation of standards- and standards-based education has proved to be challenging due to vague policies, lengthy, unfriendly standards documents, and vague guidelines. Furthermore, the premise of the standards, outcomes, and accountability reform to improve education for all students and promote equity and social justice, is far from reaching satisfaction.