standards development
Over the past 20 years, states have moved rapidly to institute systems of standards and assessments. State assessments in particular take on added importance at the high school level as they are required for graduation by an increasing number of states. Many states are also using high school exams for postsecondary purposes.
Comparing State High School Assessments to Standards for Success in Entry-Level University Courses
published by Richard S. Brown and David Conley in the Journal of Educational Assessment States have moved rapidly over the past 20 years to institute systems of standards and assessments. State assessments in particular take on added importance at the high school level as they are required for graduation by an increasing number of states. Many states are also using high school exams for postsecondary purposes. Though no state exam was developed with the express intent of aligning specifically with postsecondary education, it is nonetheless important to understand this link given the wide-ranging use of high school exams across the country. This study analyzed the content of state tests relative to a set of standards that identify knowledge and skills necessary for success in entry-level university courses. 2007
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Oregon Pre-Engineering Learning Outcome Study
Oregon postsecondary institutions offer a variety of opportunities to students seeking programs in engineering. However, what is expected of students in the first two years of engineering studies is not explicit, and varies by institution. This is due in part to the fact that community colleges and OUS institutions have not identified a common engineering curriculum in terms of educational learning outcomes expected during those first years of study. This report undertook a standards development process designed to yield the first set of explicit pre-engineering learning outcomes that could then be used to align high school and postsecondary, entry-level engineering courses. The process led to the development of learning outcomes for content knowledge, key cognitive strategies, and teaching practices that reflect the content and intellectual goals of pre-engineering education. August 2007
Understanding University Success
Understanding University Success describes foundational skills and content standards (elsewhere referred to as Knowledge and Skills for University Success) in English, mathematics, natural sciences, social sciences, second languages, and the arts. This 80-page booklet addresses each discipline in a separate chapter. Each chapter comprises two sections: foundations and standards. The foundations section describes the skills, behaviors, and attitudes expected of incoming students. The standards section lists the content knowledge that helps maximize the probability of success in entry-level university courses. To download this publication for free or purchase a printed copy visit our partner, Center for Educational Policy Research.