II INTERNATIONAL CONFERENCE FOR TEACHERS OF THE REGION CALLAO 2008 "Toward the c onstruction of a learning society" Workshop on Standards

for Educational Quality Monitor-Speaker: Vladimir Carrión Ramos • What do we mean by standards? • Set of criteria or parameters with the intention of determining that something is of quality or safe for consumers. • For example, if we have the possibility to choose an airline for a long journey always opt for one that evidences compli ance with the highest standards of safety, maintenance of the ships and the sele ction of pilots • Examples that illustrate the presence of standards • This standard transmits at social trust, reliability and quality assurance pro cesses at least they are duly certified • Example: • From American Psychological Association (APA) • (guide the work of creation, i mplementation and standardization of psychological tests and educational) • (Transnational French) • In the field of mass feeding of large firms report hi gh standards continue to provide products of highest quality • Standards in Education: Foundations and Background • Do you know what impact the U.S. caused the launch of Sputnik by the USSR in 1 957? • The main precedent referred to the emergence of educational standards as such is the impact in the U.S. caused the launch of Sputnik by the Soviet Union in 19 57. This prompted the U.S. Congress to reflect on the need to regain the technol ogical superiority and leadership in space (Eisner, 1994) • Is the education standard term is controversial? • The standard meaning of education is still controversial and consensus has not yet been established. So much so, that today is to confuse the terms goal, obje ctive, standard and curriculum under similar meanings. Against this background w e believe that efforts to clarify both the meaning and the mission of the educat ion standards offered Ravitch (1995). • Let us say with regard to standards and their relation to the assessment: New York University • "A standard is both a goal (what should be done) as a measure of progress towa rd that goal (how well it was done). All significant standard of education offer s a realistic perspective, if there was no way of knowing if someone is actually meeting the standard, no value or meaning. Thus, each actual standard is subjec t to monitoring, assessment and measurement. " • The Standards also have a task to draw teachers is what you have: • • To impro ve teaching and have to learn to innovate and grow • To • To dispose of Return • return • But it shows me the "Achieving" Why?

Why are the standards tend to be shorter than the curriculum? • Why involve targ eting more im • For processes involving prior knowledge • Because selection proc esses involve dozen • Because selection processes involved with • Advance • return TYPES OF STANDARDS Content Standards are: • a) that define the domain degrees or levels of achievem ent. Specifically describe what kind of performance is an achievement inadequate , acceptable or outstanding. indicate: the nature of the evidence (essay, mathem atical proof, experiment, demonstration, etc.) and specification of quality thro ugh grading systems, scales of observation or headings. • b) defining what teach ers should teach and what students are expected to learn. There are clear descri ptions of the knowledge and skills should be taught. • c) that are the availabil ity of teachers, materials, personnel, infrastructure, governments or private en tities provide. Standards Opportunity to learn: they are: • A) that define the domain degrees or levels of achievement. Specifically describe what kind of performance is an ach ievement inadequate, acceptable or outstanding. indicate: the nature of the evid ence (essay, mathematical proof, experiment, demonstration, etc.) and specificat ion of quality through grading systems, scales of observation or headings. • B) that are the availability of teachers, materials, personnel, infrastructure, gov ernments or private entities provide. Performance Standards: These are the defining domain grades or levels of achieve ment. Specifically describe what kind of performance is an achievement inadequat e, acceptable or outstanding. indicate: the nature of the evidence (test€mathema tical proof, experiment, demonstration, etc.) and specification of quality throu gh grading systems, scales of observation or headings. • For its part Casassus (1998) speaks of three types of standards: • ive standards • b) • c measurement standards) standard input-Fill in indicated in parentheses: (... ... ...) the substantive requirements trative. (... ... ...) The way they must present evidence to measure .. ...) what students should learn, the prescriptive, the desirable What kind of standard are you referring to? What kind of standard are you referring to? Purpose: "To raise the academic performance of pupils, indicated the type of ach ievement that is possible with effort-emphasize the value of education in the fu ture success of higher education-Encourage cooperation among teachers - Have a p arameter for judging to some extent the quality of learning achieved. We may add that the work of face to avoid standards that teachers lower their level of exp ectations and their own demand as teachers, would be a motivational component th at prevent teachers relativize the curriculum with the already known "leveling d own" • Characteristics of Standards: - These are usually the result of consensus and produced in specialized areas. - Are developed for the application (engagement) a) substant the letter and adminis them (... .

- tend to be clear, straightforward and practical - are likely to be evaluated f or the extent to which they are serving. - They have powerful didactic methodolo gy not answer "How To" "They are few in number - are motivators (ID) GOAL 6: "We all Peruvians have the right to know and evaluate the progress of ed ucation" (p. 15) and poses as a starting point the establishment of clear goals (standards) so that you can exercise your right to information about the progres s of our educational system. • Examples of standards in education in Peru: Is it the same standard indicator of achievement? Some regard it as the indicato r of achievement as an antecedent to the formulation of standards. However, give n the general could be regarded as mere expectations and in some cases would rat her corresponding to methodological suggestions. The wording of these varies fro m course to course and from cycle to cycle. Also, there is no clear corresponden ce received between capabilities and performance indicators. Reflection: "The fact that our legal framework guaranteeing the freedom of educa tion and would not have reason to believe that all students in a given country s hould be brought under one educational perspective. Unfortunately, today the socalled "New Approach" is evidence of a subtle form of authoritarianism to preten d that all teachers plan, qualify and teach the same way "(CNE) • Reflection • "A school that teaches and requires no effort to learn, always hu rts those least able, because these schools can only provide a better future." A licia Delibes