استخدام المعايير في التربية

1. UNIVERSITY OF BAHRAIN
BAHRAIN TEACHERS COLLEGE
CONTINUOUS PROFESSIONAL DEVELOPMENT
GR5002 Contemporary Approaches
in School Curriculum Evaluation
Session 3
Using Standards in Education
‫المعايير‬ ‫استخدام‬
‫التربية‬ ‫في‬

2. ‫المعايير؟‬ ‫ما‬
‫ق‬‫نتوقع‬ ‫ما‬ ‫تصف‬ ‫التي‬ ‫التوقعات‬ ‫من‬ ‫ائمة‬
‫بعد‬ ‫أداءه‬ ‫ويستطيع‬ ‫الطالب‬ ‫يتعلمه‬ ‫أن‬
‫تلك‬ ‫ضوء‬ ‫في‬ ،‫التعلم‬ ‫فترة‬ ‫انتهاء‬
‫الجودة‬ ‫على‬ ‫الحكم‬ ‫يتم‬ ‫المعايير‬
‫.النوعية‬
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3. ‫ناقش‬
‫الطل.ب‬ ‫أداء‬ ‫تجويد‬ = ‫التعليم‬ ‫معايير‬.
‫بطريقة‬ ‫يدرسوا‬ ‫أن‬ ‫المعلمين‬ ‫من‬ ‫يتوقع‬
‫المتوقعة‬ ‫المعايير‬ ‫يحققون‬ ‫الطل.ب‬ ‫تجعل‬.
‫عن‬ ‫واضحة‬ ‫فكرة‬ ‫للمعلم‬ ‫يكون‬ ‫أن‬ ‫يجب‬
‫المعيار‬.
‫معيار‬ ‫لكل‬ ‫الطالب‬ ‫أداء‬ ‫يلظحظون‬ ‫المعلمون‬

4. ‫ناقش‬
‫هي‬ ‫المحتوى‬ ‫معاببر‬
‫بالهداف‬ ‫شبيهة‬
‫التعلم‬ ‫ومخرجات‬.
 ‫تحدد‬ ‫الداء‬ ‫معايير‬
‫المتعلمون‬ ‫يستطيع‬ ‫ماذا‬
‫بخ‬ ‫المرور‬ ‫بعد‬ ‫عمله‬‫ب‬‫رة‬
.‫الداء‬ ‫معايير‬ ‫تعليمية‬

5. ‫ناقش‬
‫العضاء‬ ‫اهتمام‬
‫المتوقع‬ ‫بالنجاز‬.
‫يجب‬ ‫التي‬ ‫المعايير‬ ‫ما‬
‫الطالب‬ ‫تعلم‬ ‫تقيس‬ ‫أن‬.
‫يمكن‬ ‫هل‬‫أن‬ ‫للطالب‬
‫المعايير؟‬ ‫كل‬ ‫يحقق‬

6. ‫ناقش‬
‫با‬ ‫العضاء‬ ‫اهتمام‬‫ل‬‫نجاز‬
‫المتوقع‬.
-‫الضرورية‬ ‫المعلومات‬ ‫اختيار‬
‫للنظام‬ ‫يحتاج‬ ‫المعلم‬
‫قرارته‬ ‫في‬ ‫والستمرارية‬.
‫وضع‬ ‫عن‬ ‫المسؤل‬ ‫من‬
‫يدرس‬ ‫الذي‬ ‫ومن‬ ‫المعايير‬

7. ‫ناقش‬
‫يقيم‬ ‫الذي‬ ‫من‬
‫وكيف؟‬ ‫المعايير‬.

8. ‫المعايير‬ ‫خصائص‬
‫التعلم‬ ‫ومخرجات‬ ‫الوضوح‬.
.‫التماسك‬
‫الستمرارية‬.
.‫العملية‬
‫الشمولية‬.

9. Overview of Standards-Based Education
Standards-based education = teaching that is
directed toward students’ mastery of clearly
defined expectations of performance ‫معايير‬
‫الطل ب‬ ‫أداء‬ ‫تجويد‬ = ‫التعليم‬
 Teachers are expected to teach in a way that students
achieve the expected standards. ‫أن‬ ‫المعلمين‬ ‫من‬ ‫يتوقع‬
‫المتوقعة‬ ‫المعايير‬ ‫يحققون‬ ‫الطل ب‬ ‫تجعل‬ ‫بطريقة‬ ‫يدرسوا‬
 Teachers must have a clear idea what each standard
means, including how it can and will be assessed and
evaluated ‫المعيار‬ ‫عن‬ ‫واضحة‬ ‫فكرة‬ ‫للمعلم‬ ‫يكون‬ ‫أن‬ ‫يجب‬
 Teachers monitor individual student achievement of
each standard. ‫معيار‬ ‫لكل‬ ‫الطالب‬ ‫أداء‬ ‫يلظحظون‬ ‫المعلمون‬

10. What are Standards?
Specific expectations of what all students are
expected to learn and be able to do after
instruction ‫كل‬ ‫يتعلم‬ ‫أن‬ ‫يجب‬ ‫ماذا‬ ‫محددة‬ ‫توقعات‬
‫بخبرة‬ ‫المرور‬ ‫بعد‬ ‫الطل ب‬
 Content standards (similar to goals and
outcomes) - tell what students are expected to
know in various subject areas ‫هي‬ ‫المحتوى‬ ‫معاببر‬
‫التعلم‬ ‫ومخرجات‬ ‫بالهداف‬ ‫شبيهة‬‫؟‬
 Performance standards - specify what student
will be able to do after instruction. Performance
standards assess how well content standards have
been met (also called Benchmarks)‫تحدد‬ ‫الداء‬ ‫معايير‬
‫بخ‬ ‫المرور‬ ‫بعد‬ ‫عمله‬ ‫المتعلمون‬ ‫يستطيع‬ ‫ماذا‬‫ب‬.‫تعليمية‬ ‫رة‬
‫تحققت‬ ‫قد‬ ‫المحتوى‬ ‫معايير‬ ‫أن‬ ‫كيف‬ ‫تقيم‬ ‫الداء‬ ‫معايير‬
“World-class standards"  content and
performance expected of students in other
countries. ‫العالمية‬ ‫المعايير‬

11. Reason for Standards-based Education
 The primary characteristic of any
successful organization is a shared
sense among its members about what
they are trying to accomplish. ‫النجاح‬
‫العضاء‬ ‫اهتمام‬ ‫من‬ ‫يبدأ‬ ‫منظمة‬ ‫ل ي‬
‫المتوقع‬ ‫بالجنجاز‬
 Agreed-upon goals and ways to attain
them improve the organization's
capacity for sensible planning and
action
BUT
 Schools often have no common goals
and learning objectives are "multiple,
changing and frequently disputed

12. Questions for Selecting Standards
 Which standards are the focus for student
learning? ‫الطالب‬ ‫تعلم‬ ‫تقيس‬ ‫أن‬ ‫يجب‬ ‫التي‬ ‫المعايير‬ ‫ما‬‫؟‬
 Can any one student achieve all standards? ‫هل‬
‫المعايير؟‬ ‫كل‬ ‫يحقق‬ ‫أن‬ ‫للطالب‬ ‫يمكن‬
 Are the standards presented in a form that is
useful to and usable by teachers?
 How should the standards to be used in
classrooms and schools throughout the country?
‫في‬ ‫والمدارس‬ ‫الفصول‬ ‫في‬ ‫المعايير‬ ‫استخدام‬ ‫يمكن‬ ‫كيف‬
‫الدولة‬‫؟‬

13. Working with Standards
 Expected student performance is stated and
benchmarks are recorded ‫الطالب‬ ‫أداء‬ ‫تسجيل‬
‫المتوقعة‬ ‫والمعايير‬ ‫المتوقع‬
 Methods of accountability are built into the
system. ‫النظام‬ ‫في‬ ‫المحاسبة‬ ‫طرق‬ ‫اعتماد‬
 This might be accountability for individual
schools and/or individual students.
 For example, students might be held
accountable in meeting benchmarks before they
are allowed to move on to the next level.
 School accountability might mean that the school
must develop an action plan for increasing the
number of students who meet the benchmarks

14. Establishing Standards
 Select essential knowledge - avoid excess
content that a student cannot possibly learn
or does not really need
 Require consistency and continuity -
individual teacher decisions erode standards
and lead to inconsistent programs with no
real standards
 Specify how the standards will be used
‫للنظام‬ ‫يحتاج‬ ‫المعلم‬ -‫الضرورية‬ ‫المعلومات‬ ‫اختيار‬
‫قرارته‬ ‫في‬ ‫.والستمرارية‬

15. Managing Standards
 Standards support the practice of
the best teachers ‫المعلمين‬ ‫أفضل‬ ‫تدعم‬ ‫المعايير‬
 Problems ‫تقوم‬ ‫لم‬ ‫أنها‬ ‫بيد‬ ‫درست‬ ‫المعايير‬ ‫بعض‬
‫والعكس‬
 Some standards are taught but not
assessed, while others are assessed
but not taught
 Some standards are inconsistently
taught and assessed within or across
grade levels.

16. Five Questions
 Who is responsible for setting
standards?
 Who is currently teaching to what
standards? ‫وضع‬ ‫عن‬ ‫المسؤل‬ ‫عضو نع لؤسملا نمن‬
‫لتحقيق‬ ‫يدرس‬ ‫الذي‬ ‫وعضو نع لؤسملا نمن‬ ‫المعايير‬
‫المعايير‬‫؟‬
 What is the nature of the
instruction?
 Who is currently assessing what
standards? ‫المعايير‬ ‫يقيم‬ ‫الذي‬ ‫عضو نع لؤسملا نمن‬
‫وكيف؟‬

17. 7 Characteristics of Curriculum
Standards ‫المنهج‬ ‫معايير‬ ‫خصائص‬
1. Explicit - Express clear learning outcomes
drawn from the selected standards. ‫الوضوح‬
‫التعلم‬ ‫عضو نع لؤسملا نمخرجات‬‫و‬
2. Coherent - Content (concepts, skills, and
processes) Organized to show increasingly
rigorous expectations as students move to higher
grades. ‫ا‬‫لتماسك‬
3. Dynamic - Supports rich interactions among
standards, learner strengths and needs, effective
instruction, and multidimensional assessment.
‫ا‬‫لستمرارية‬
4. Practical - Provides a clear, well-organized,
teacher and student-friendly format ‫العملية‬

18. 7 Characteristics of Curriculum
Standards ‫المنهج‬ ‫معايير‬ ‫خصائص‬
5. Comprehensive - Incorporates all subject
areas that are part of the curriculum. ‫الشمولية‬
6. Coherent - Uses consistent organizational
approaches and language across subject areas
throughout the document. ‫واللغة‬ ‫العرض‬ ‫في‬ ‫التماسك‬
7. Manageable - Represents not only what all
students can learn but also what each student
can be expected to learn. ‫للادارة‬ ‫قابل‬

19. Setting Standards ‫المعايير‬ ‫وضع‬
 Identify standards - decide what should be taught and
evaluated: ‫ويقوم؟‬ ‫يعلم‬ُ‫ع‬ ‫أن‬ ‫يجب‬ ‫عضو نع لؤسملا نماذا‬ ‫قرر‬ ‫المعايير‬ ‫حداد‬
 grade levels ‫الدرجة‬ ‫عضو نع لؤسملا نمستويات‬
 Courses ‫الموااد‬
 Identify evidence of performance –assessment
methods ‫التقييم‬ ‫وطرق‬ ‫الاداء‬ ‫ادليل‬ ‫حداد‬
 Start with standards already taught and assessed at
particular grade levels or in particular courses.
 Examine standards actually taught by majority of teachers
 Develop essential standards that are currently not
taught or assessed – revise existing standards as
necessary.

20. Review All Decisions by Asking
 Do these standards meet real student
needs?
 Do students have adequate opportunity to
learn and perform in relation to the
standards?
 Are multiple assessment measures used to
assess learning?
 Are the standards reviewed frequently
enough to assure effective learning?
 Are the standards complete? Is anything
that is ignored or overemphasized? ‫عضو نع لؤسملا نمراجعة‬
‫القرارات‬

21. Factors that Influence Standards
 Access - To what resources (staff,
material, facilities) must students have
access if they are to meet the identified
standards? ‫تحقيق‬‫عضو نع لؤسملا نمصاادره‬‫و‬ ‫المعيار‬
 Instruction - What instructional methods
are most effective in supporting student
learning in relation to standards? ‫التعليم‬ ‫طرق‬
‫الفاعلة‬
 Best Practices - Which of the content-specific
instructional methods are essential to
implement?

22. Factors that Influence Standards
 Assessment - How are standards
best measured and documented?
‫للمعايير‬ ‫الجيد‬ ‫التقييم‬
 Connections - What connections
within and across classrooms and
the community need to be made in
order to realize the Ministry of
Education's vision for student
learning? ‫الترابط‬

23. Two Essential Questions
(1) Do we already have sufficiently
clear standards? ‫وكافية‬ ‫واضحة‬ ‫معايير‬ ‫لدينا‬ ‫هل‬‫؟‬
(2) Are standards documents truly
helping us achieve the curriculum
focus and coherence that are vital to
successful education? ‫في‬ ‫تساعدنا‬ ‫المعايير‬ ‫هل‬
‫النجاح؟‬
NOTE: These are the questions that
motivate Quality Assurance offices

24. Quantity is not Quality.
 Although U.S. mathematics textbooks
cover 175 more topics than German
textbooks and 350 more topics than
Japanese textbooks, both German and
Japanese students outperform U.S.
students in mathematics ‫ليست‬ ‫المناهج‬ ‫تسيل جهانملا ةربعبرة‬
‫بالكم‬
 Although U.S. science textbooks cover
930 more topics than German textbooks
and 433 more topics than Japanese
textbooks, both German and Japanese
students significantly outperform U.S.
students in science achievement

25. Problems with Standards
Students learn more when they are
taught less — but are taught well ‫الطل ب‬
‫جيدة‬ ‫بطريقة‬ ‫ولكن‬ ‫قليلل‬ ‫المعلم‬ ‫يدرس‬ ‫عندما‬ ‫أكثر‬ ‫يتعلمون‬
HOWEVER
 Standards are often written in
language that cannot be understood
 Standards sometimes contain so
much content and so many
benchmarks that it would take a 10-
hour teaching day to cover them

26. Value of Standards
 Clear, logical standards are the foundation for
higher achievement. ‫والمنطقية‬ ‫الوضوح‬
 Aligned with appropriate assessments,
standards help teachers achieve the success
with their students. ‫لتقييم‬ ‫المعيار‬ ‫مناسبة‬
 Standards should be the center of curriculum
evaluation and school reform ‫تكون‬ ‫أن‬ ‫يجب‬
‫المناهج‬ ‫تقويم‬ ‫محور‬ ‫المعايير‬

27. Guidelines in Establishing
Standards
 Start with the standards that are
already in place and can be
assessed ‫ال‬ً ‫أص‬ ‫الموجودة‬ ‫بالمعايير‬ ‫ابدأ‬
‫تقييمها‬ ‫يمكن‬ ‫والتي‬ .
 Add to the list of standards you
will teach and assess. ‫قائمة‬ ‫اضف‬
‫وقيمها‬ ‫للمعايير‬
 Do not have more topics than can
be taught and assessed
reasonably and effectively. ‫اقتصر‬
‫الموضوتسيل جهانملا ةربعات‬