Standards-Based Learning in Action connects learning standards with classroom assessment, feedback, instruction, and grading. Tom Schimmer, Garnet Hillman, and Mandy Stalets provide examples and reflective tools for teachers and school leaders implementing standards-based practices. The guide addresses learning targets, formative evidence, student participation, and the organizational work involved in changing assessment.
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Turning standards into clear learning targets is the starting point for this implementation guide. The authors connect those targets with formative assessments, feedback, and decisions about subsequent instruction. Examples, templates, and reflection questions help educators examine whether evidence of learning is aligned with the aims they intend to assess.
Grading and reporting are treated as part of the same learning process, alongside student involvement and the use of assessment data. The discussion also considers school-wide implementation, including inconsistent practices and resistance to change. Classroom teachers, instructional coaches, administrators, and professional learning communities can use the material to examine how standards-based principles translate into everyday decisions.
A practical guide for turning standards into everyday classroom decisions. Schimmer, Hillman, and Stalets connect learning targets, formative evidence, feedback, grading, and school-wide change, offering examples and reflection tools for teachers, coaches, and leaders working to implement standards-based learning in their schools.
The guide treats standards-based learning as a set of connected classroom practices rather than a single policy. Clear learning targets come first, because assessment and instruction are only meaningful when everyone knows what is being aimed at. Formative evidence and feedback then inform decisions about what to teach next, while grading and reporting are folded into the same learning process. Student involvement receives its own attention, and the later material turns to implementation across a school, including inconsistent practices and resistance to change. Examples, templates, and reflection questions let educators test whether the evidence they collect actually matches the aims they intend to assess.
Standards become useful when they are translated into targets students and teachers can act on. The book shows how clear targets guide planning and clarify what evidence will count. Ambiguity here undermines everything that follows.
Formative assessment gathers evidence while learning is still in progress. The text connects that evidence with the questions teachers want to answer and warns against collecting data that does not match the target. Alignment between aim and evidence is the central concern.
Feedback turns evidence into guidance for the learner and the teacher. The book connects feedback with decisions about subsequent instruction rather than treating it as a final verdict. The emphasis is on using what was learned to adjust what comes next.
Grades communicate learning, so the text treats grading and reporting as part of instruction rather than an administrative afterthought. Reporting practices are examined for whether they reflect the targets and the evidence. Consistency between what is taught, assessed, and reported is the goal.
Students are not passive recipients of assessment. The book gives student involvement its own place, discussing how learners can engage with targets, evidence, and feedback. Participation is presented as part of the learning process rather than an add-on.
Implementation extends beyond one classroom. The text addresses inconsistent practices, resistance to change, and the organizational work of making standards-based learning coherent across a school. The final material treats change itself as something to plan for.
Classroom teachers, instructional coaches, administrators, and professional learning communities examining how standards-based principles translate into daily assessment and grading decisions.
Edition, audience, and study-guide details at a glance.
Standards-Based Learning in Action connects learning standards with classroom assessment, feedback, instruction, and grading. Tom Schimmer, Garnet Hillman, and Mandy Stalets provide examples and reflective tools for teachers and school leaders implementing standards-based practices. The guide addresses learning targets, formative evidence, student participation, and the organizational work involved in changing assessment.
Classroom teachers, instructional coaches, administrators, and professional learning communities examining how standards-based principles translate into daily assessment and grading decisions.
Yes. This page includes an original study guide with six thematic sections, key takeaways, and a topic map for structured reading.
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