Abstract

Learning expectations derive from a balance of internal and external contributions to the definition of educational standards. Educational institutions must develop a list of the learning goals/standards for which it will demonstrate assurance of learning. The learning goals or standards translate the more general statement of the mission into the educational accomplishments of graduates. One of the common concerns voiced by higher education officials of various countries is that states are rushing to jump on the outcomes-based education bandwagon without having clear standards of what the outcomes for students should be. They believe that the outcomes have been defined broadly, with a focus on changing affective behavior (such as building self-esteem) rather than cognitive behavior (such as building knowledge and skill levels). The experience of academic staff directly involved in teaching and assessing student learning is also central to determining and monitoring standards. Precisely standards include content, performance, and proficiency standards. 1. Content standards refer to what students should know and be able to do. 2. Performance standards tell how students will show that they are meeting a standard. 3. Proficiency standards indicate how well students must perform. Academic standards in mathematics, English language arts, science, and social studies determine the scope of testing. If content does not appear in the academic standards, it will not be test. The academic standards clarify what must be studied to prepare for tests. If students have learned all of the material indicated by the standards in the assessed content areas, they should do very well on the final tests. Therefore it is the need at present to define the clear-cut statements of academic and assessment standards because measurement and reporting of student outcomes — their knowledge, skills, achievement, performance and proficiency — is now a major reference point for academic standards. Setting standards is qualitative paradigm of research and validation of standards is longitudinal study based on results of students. This study emphasizes qualitative paradigm of defining standards. This study has explore the direction to define standards and proposed assessment frameworks.