ASSESSMENT: CURRICULUM STANDARDS 2
Assessment: Curriculum Standards
Parkay et al. (2014) described curriculum standards as learning targets for what students
should know and be able to do during a specific time. Throughout a child’s educational journey,
they are assessed, determining their course grade or if they meet the state standards to graduate
to the next level (p.302). Parkay et al. (2014) discussed the forthcoming “higher standards” being
implemented in the curriculum and how this should involve students knowing and being able to
do more (p.302). Parkay et al. (2014) provide information that favors and criticizes higher
curriculum standards by highlighting factors that impact student learning outcomes.
Supporting Higher Curriculum Standards
Parkay et al. (2014) explained that heightened curriculum standards provide students with
a clear understanding of what is being taught and what is expected of them. Higher standards are
seen as measurable goals that prepare students for the workforce and higher education. As
schools implement high-standard curricula, they provide grade-level expectations for all students
regardless of their economic status, culture, or background (p.303). For students to reach their
academic potential, they need to have clear standards that outline what it is they will be learning
and assessing. (Mayer, 2022).
Moreover, higher curriculum standards can improve educators' instructional practices.
Teachers can modify their instructional strategies and methods to help students meet the learning
goals for the course standards (Parkay et al., 2014). This can also guide educators with a clear
vision of how they should assess students before moving to the next unit or standard.
Additionally, a high-standard curriculum benefits parents and the community by providing set
standards to determine the value of their child's education at the local school (p.306).
ASSESSMENT: CURRICULUM STANDARDS 3
Criticizing Higher Standards
Parkay et al. (2014) addressed the multiple issues critics had with implementing
high-standard curricula in the United States educational system. Critics have argued that a
high-standard curriculum does not directly relate to student academic success (p.305). Higher
standards eliminate the opportunity for equal education among all students and increase
educational separation between high and low-income-status students. Higher standards can also
intimidate educators from modifying instruction that fits students' learning needs. Higher
standards also correlate with standardized testing, which results in educators tailoring their
instruction according to the test rather than teaching the subject’s curriculum (p.303).
High-Standard Curriculum Position
After analyzing the two arguments reflecting a higher standard curriculum, I favor having
a balanced curriculum approach. My position is implementing higher standards while also
emphasizing differentiation and flexibility. I have recognized the benefits for students to have a
high-standard curriculum to help guide their learning as they aim toward academic success. I
found it important that each standard should be designed to meet the needs of diverse students.
As students interact with the curriculum, it should have standards that meet high expectations but
also support the diverse learning styles of students. As an educator, flexibility is crucial for my
students as my classroom has diverse learning needs. A higher standard curriculum is often
associated with standardized testing as the method of evaluation, but implementing flexibility
can allow educators to incorporate other forms of assessment to measure student achievement.
Higher standards in the curriculum have various benefits for student growth and learning.
Incorporating flexibility and differentiation is important to design a well-balanced curriculum
ASSESSMENT: CURRICULUM STANDARDS 5
References
Mayer, C. (2022). Mcnair, t. b., albertine, s., cooper, m. a., mcdonald, n., & major, t., jr.,
becoming a student-ready college: A new culture of leadership for student success.
Journal of College Student Retention: Research, Theory & Practice,19(3), 357–360.
https://doi.org/10.1177/1521025116680218
Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing
quality educational programs (Custom 10th ed.). Boston, MA: Allyn & Bacon.
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