Specifications of what all learners are expected to know and be able to do within a particular field of study, discipline or subject at different grade levels, ages, or other criteria. These standards should be clear, detailed, and complete; reasonable in scope; rigorous and scientifically correct; and they should be built around a conceptual framework that reflects sound models of student learning. They should also describe examples of performance expectations for learners in clear and specific terms so that all concerned will know what is expected of them. (Source: Wilson & Bertenthal 2005).
See also ‘
Achievement standards’, ‘
Standards-based curriculum’.
