Quality in Undergraduate Education Georgia State University
A Projet by the Education Trust & the National  Association of System Heads (NASH) in Association with Georgia State University

About
Resources
Disciplinary Standards
Communications
Home

About QUE
Sub Topics:

What is Que? | Institutions Involved with Que | How does QUE define standards? | How does QUE use standards? | What are the advantages of standards-based education? | Objectives of QUE & Deliverables of QUE

How does QUE define standards?

QUE defines standards or learning outcomes as clearly articulated statements and/or illustrations of what students are expected to know and be able to do at particular points in their education. QUE considers two types of standards or learning outcomes: content standards and performance standards.

Content Standards: Statements defining what students should know and be able to do in various disciplinary areas: knowledge (facts, concepts, principles) and skills (processes, strategies, methods); often called the "what" and the "be able to do" of "what students should know and be able to do,"

Performance Standards or Performance Levels: Concrete statements and illustrations of how well students must learn what is set out in the content standards. Defined score points on formal assessments. For example, work on an examination, portfolio, or other assessment task might be evaluated at five performance levels such as "Advanced, Proficient, Acceptable, Novice, Beginner".

Benchmarks: Key content and performance standards, for example at the end of high school (level 12), or transfer after two years of college (level 14) or graduation from college (level 16). Setting clear benchmarks at regular intervals allows colleges to check for student progress while still honoring variability in student development.

Portfolios: Collections of student work compiled over time according to a structured set of criteria. Most assessments cannot be accomplished through one-time, on-demand testing, but require students to revise and edit work, complete extensive projects, and demonstrate their command of both knowledge and skills -- all areas in which portfolios can serve as effective modes of assessment.