Standards, Curriculum, and Performance: A Historical and Comparative Perspective. Revised.

Autor/inn/en	Resnick, Lauren B.; Resnick, Daniel P.
Institution	National Commission on Excellence in Education (ED), Washington, DC.
Titel	Standards, Curriculum, and Performance: A Historical and Comparative Perspective. Revised.
Quelle	(1982), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Academic Standards; Access to Education; Core Curriculum; Curriculum Development; Education Work Relationship; Educational Objectives; Educational Quality; Educational Testing; Foreign Countries; Minimum Competencies; Secondary Education; State Standards; Track System (Education); Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Kerncurriculum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Quality of education; Bildungsqualität; Ausland; Fundamentum; Mindestwissen; Sekundarbereich; Leistungsgruppe; Leistungsdifferenzierung; Ausbildung; Berufsbildung
Abstract	The first section of this paper on educational standards considers the nature of the school curriculum as the shaper and delimiter of what is demanded of students. Debates over the desirability of a common or core curriculum for secondary schools as opposed to different programs are discussed. Demands for traditional academic disciplines and for vocational education and the way in which the changing needs of the labor market shape the school curriculum are examined. In the second section, tests and examinations as instruments of standard-setting are discussed. A distinction is made between those tests which monitor achievement but do not motivate or guide study, and those for which schools prepare students and which influence both the content and achievement levels of each course. The nearly complete absence of European-style examinations in American schools is documented and its implications for educational standards considered. Comparison is made between the American approach to student assessment and that of France and England. Suggestions are made in the final section on ways of improving standards in the American schools. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC