A rule or measure by which a finished product will be measured. A rule established to create a yardstick for measuring or guiding quantity, quality, value, etc. A vehicle for communication.
Agreed descriptions of the desired resources or performance to be achieved.
Standards are documented agreements containing technical specifications or other precise criteria to be used consistently as rules, guidelines, or definitions of characteristics, to ensure that materials, products, processes and services are fit for their purpose.
Standards are the minimum acceptable conditions established for VERP indicators. They identify when management action should be taken to reduce or reverse visitor-use related impacts. A standard does not define an intolerable condition nor is it a condition that managers should strive to achieve, unless intolerable conditions already exist.
A standard is a published specification that establishes a common language (such as ISO), and contains a technical specification or other precise criteria and is designed to be used consistently, as a rule, a guideline, or a definition. Standards enable a common basis of understanding to exist between different parties. This promotes efficiency and reliability. In many scenarios it can bring a major competitive edge and advantage to businesses.( Also see ISO, BSI, W3C).
Sets a level of accomplishment all students are expected to meet or exceed. Standards do not necessarily imply high quality learning; sometimes the level is a lowest common denominator. Nor do they imply complete standardization in a program; a common minimum level could be achieved by multiple pathways and demonstrated in various ways. The instructor develops the standards to describe the proficiency level that must be attained by each student. Each student's work is compared to the standard, rather than to the work of other students.
Specified ends of learning all students are expected to attain.
There are two types of standards, content and performance. Content standards are statements of the subject-specific knowledge and skills that schools are expected to teach students, indicating what students should know and be able to do. Performance standards are indices of qualities that specify how adept or competent a student demonstration must be and that consist of the following four components: 1. levels that provide descriptive labels or narratives for student performance (i.e.advanced, proficient, etc); 2. descriptions of what students at each particular level must demonstrate relative to the task; 3. examples of student work at each level illustrating the range of performancewithin each level; and 4. cut scores clearly separating each performance level.
The MSA (Middle States Accreditation) standards (total of 12) are based on research and reflect best practices. They serve as a qualitative guide of what should be in place in an accredited school. In the traditional accreditation protocol (plan) that has been done at ASD in the past, standards review was the main part of the process. With AFG, there is a general assumption that overall the standards are in place, so the focus shifts to improving student performance. The standards provide the foundation for student performance objectives and specific action plan strategies that will be developed next school year. Therefore, it is essential to know to what degree the standards are met before the objectives and actions plans are established.
a highly regarded and recognized achievement in the healthcare environment
a priority, an informal survey of PACS users reveals that standardized monitor quality programs are still mostly just an item on everyone's to-do list
exact value, a physical entity, or an abstract concept, established and defined by authority, custom, or common consent to serve as a reference, model, or rule in measuring quantities or qualities, establishing practices or procedures, or evaluating results.
The knowledge skills and behaviours expected in each of the domains within the three learning strands. Standards describe what students are expected to know and be able to do at each of six levels and how well they are expected to know and do it. These standards are set where they are developmentally appropriate and will be aligned to any agreed national benchmarks.
Standards are the criteria by which programs are compared when assessing quality. In the context of the Academy two types of standards have been developed. One set of standards was created to guide the selection of research-based interventions to be transformed into instructional modules. A second set of standards was developed guide the staff in the design on online modules. These standards set forth specific criteria that each module must meet to be judged of sufficient quality to be included as an Academy online module.
parts of a learning objective that describe how well the learner will be expected to perform i.e. accuracy, speed and quality.
A rule or principle that is used as a basis for judgment. A road map that provides guidance and direction to lead us to an established objective or goal. Standards define the level of quality expected after an area or object has been cleaned. Standards represent the “measuring sticks” used in establishing productivity and performance guidelines.
Standards communicate the acceptable and expected level of appearance and performance. Standards compare current appearance and performance to expected appearance and performance. Unless Standards are clearly stated and understood they can never be achieved. Standards define the level of quality expected after an area or object has been cleaned. Standards represent the “measuring sticks” to establish productivity and performance guidelines.
In the Sunshine State Standards, the educational standards are general statements of what students are expected to be able to achieve upon graduation. These are known as exit standards.
Statements of specific expectations.
Expectations of what students need to know and be able to do. Content standards define the learning goals (curriculum) in various academic subjects. Performance standards specifically define how and to what extent students must demonstrate what they know.
Documented agreements containing technical specifications or other precise criteria to be used consistently as rules, guidelines or definitions, to ensure that materials, products, processes and services are fit for their purpose. Standards relating to organic food products are production and/or processing standards describing, prescribing, allowing or prohibiting procedures and materials, as well as standards for certification and labelling.
The Standards for the Professional Practice of Internal Auditing are the criteria by which the operations of an internal auditing department are evaluated and measured. They are intended to represent the practice of internal auditing as it should be.
Documented agreements containing technical specifications or other precise criteria to be used consistently as rules, guidelines, or definitions of characteristics for the interchange of data. A broad array of ITS standards are currently under development that specifically define the the majority of the interfaces identified in the Canadian ITS Architecture. Select "Standards" from the main menu to view the Standards Documentation from the U.S. National ITS Architecture. Go there now.
Differentiated in QAA thinking from quality: how good are our degrees (and how do we prove it to people outside the School)
Standards are models or criteria that describe what students should know or be able to achieve. In education, standards often refer to optimal performance.
Clinical practice standards are defined and agreed clinical procedures and practices for the optimal treatment and care of people with mental illness. Service standards define what is required for a quality mental health service.
officially approved specifications covering such topics as methods of testing, terminology, performance and construction requirements. Engineers, designers and manufacturers have to make sure their products adhere to the relevant standards. There are two guides available from LIS : Finding Standards Information and the British Standards Online database guide.
What district or states believe it is important for student to know.
Recommendation or specifications on quality, safety, dimensions, codes of practice, methods of testing, symbols and terminology.
Technical specifications that lay down characteristics of a product such as size, quality, performance, or safety. Standards may also cover terminology, testing methods, packaging, labelling, or marking requirements.
A fixed set of procedures and workmanship guidelines which are established and defined by authority, convention, or market demand. These objectives serve as a reference, model, or scale used to measure product or service quality and quantity, and to evaluate results. For digital mapping, there are standards set by the International Standards Organization (ISO); for maps intended for military use, there are North Atlantic Treaty Organization (NATO) standards.
Specifications approved by open, accredited standards body. Learning Standards include those covering learner profiles, course sequencing, course interchanges, and learning object metadata, such as those from the IEEE Learning Technology Standards Committee (LTSC).
1) criteria set as a model or an example to strive to achieve; 2) curriculum standards are subject-matter benchmarks to measure student academic achievement.
The broadest family of terms referring to statements of expectations for student learning, including content standards, performance standards, benchmarks, and opportunity-to-learn standards.
The level of requirements and conditions that must be met by institutions or programs to be accredited or certified by a quality assurance or accrediting agency. These conditions involve expectations about quality, attainment, effectiveness, financial viability, outcomes, and sustainability. (See also criteria, quality, and subject benchmark.)
Departmental directions or instructions describing how to achieve policy. Mandatory statement of direction.
The words 'academic standards' are used to describe the level of achievement that a student has to reach to gain an academic award (eg, a degree). For similar awards, the threshold level of achievement should be the same across the UK.
the parts of a learning objective that describe how well the learner will be expected to perform, expressed in terms of accuracy, speed or quality.
the levels of quality set by an individual or group (III A)
Statements of what students should know and be able to demonstrate. Various standards have been developed by national organizations, state departments of education, districts, and schools.
Thresholds established for conformance to quality measures by individuals or groups
criteria used to judge quality
Any level of quality or service that affects the way in which the organisation, team or individual operates. These include statutory requirements, codes of practice, requirements of regulatory bodies, client specifications and external qualifications. Learning objectives should be linked to these where appropriate.
Statements of criteria for the professional and uniform application and usage of data processing resources.
criteria on which achievement is based
The broadest of a family of terms referring to statements of expectations for student learning, including content standards, performance standards, and benchmarks.
A set of criteria used to measure the merit of an agency's program. [Click Here To Return To List
Expectations of what students should know and be able to perform. ( learn more)
(i) defined learning outcome s, together with performance or assessment criteria examples of their interpretation and application, and associated quality assurance processes. (See also unit standard and achievement standard) (ii) defined organisational or systems criteria, together with performance indicators. Back to A-Z menu
Levels of quality. AMS grading is based on standards, and standards are based on measurable characteristics that describe the quality and value of the product. Standards for each product describe the entire range of quality for a product, and the number of grades various by commodity. There are eight grades for beef and three each for chickens, eggs, butter, and turkeys. On the other hand, there are 37 classes for cotton, and more than 300 fruit, vegetable and specialty product standards.