SUMMARY OF THE STUDENT EVALUATION STANDARDS

Propriety Standards

P1
Service to Students

Evaluations of students should promote sound education principles, fulfillment of institutional missions, and effective student work, so that the educational needs of students are served.

P2
Appropriate Policies and Procedures

Written policies and procedures should be developed, implemented, and made available, so that evaluations are consistent, equitable, and fair.

P3
Access to Evaluation Information

Access to a student's evaluation information should be provided, but limited to the student and others with established legitimate permission to view the information, so that confidentiality is maintained and privacy protected.

P4
Treatment of Students

Students should be treated with respect in all aspects of the evaluation process , so that their dignity and opportunities for educational development are enhanced.

P5
Rights of Students

Evaluations of students should be consistent with applicable laws and basic principles of fairness and human rights, so that students' rights and welfare are protected.

P6
Balanced Evaluation

Evaluations of students should provide information that identifies both strengths and weaknesses, so that strengths can be built upon and problem areas addressed.

P7
Conflict of Interest

Conflicts of interest should be avoided, but if present should be dealt with openly and honestly, so that they do not compromise evaluation processes and results.

Utility Standards

U1
Constructive Orientation

Student evaluations should be constructive, so that they result in educational decisions that are in the best interest of the student.

U2
Defined Users and Uses

The users and uses of a student evaluation should be specified, so that the evaluation appropriately contributes to student learning and development.

U3
Information Scope

The information collected for student evaluations should be carefully focused and sufficiently comprehensive , so that the evaluation questions can be fully answered and the needs of students addressed.

U4
Evaluator Qualifications

Teachers and others who evaluate students should have the necessary knowledge and skills, so that the evaluations are carried out competently and the results can be used with confidence.

U5
Explicit Values

In planning and conducting student evaluations, teachers and others who evaluate students should identify and justify the values used to judge student performance, so that the bases for the evaluations are clear and defensible.

U6
Effective Reporting

Student evaluation reports should be clear, timely, accurate, and relevant, so that they are useful to students, their parents/guardians, and other legitimate users.

U7
Follow-Up

Student evaluations should include procedures for follow-up, so that students, parents/guardians, and other legitimate users can understand the information and take appropriate follow-up actions.

Feasibility Standards

F1
Practical Orientation

Student evaluation procedures should be practical, so that they produce the needed information in efficient , nondisruptive ways.

F2
Political Viability

Student evaluations should be planned and conducted with the anticipation of questions from students, their parents/guardians, and other legitimate users, so that their questions can be answered effectively and their cooperation obtained.

F3
Evaluation Support

Adequate time and resources should be provided for student evaluations, so that evaluations can be effectively planned and implemented, their results fully communicated, and appropriate follow-up activities identified.

Accuracy Standards

A1
Validity Orientation

Student evaluations should be developed and implemented, so that the interpretations made about the performance of a student are valid and not open to misinterpretation.

A2
Defined Expectations for Students

The performance expectations for students should be clearly defined, so that evaluation results are defensible and meaningful.

A3
Context Analysis

Student and contextual variables that may influence performance should be identified and considered, so that a student's performance can be validly interpreted.

A4
Documented Procedures

The procedures for evaluating students, both planned and actual, should be described, so that the procedures can be explained and justified.

A5
Defensible Information

The adequacy of information gathered should be ensured, so that good decisions are possible and can be defended and justified.

A6
Reliable Information

Evaluation procedures should be chosen or developed and implemented, so that they provide reliable information for decisions about the performance of a student.

A7
Bias Identification and Management

Student evaluations should be free from bias, so that conclusions can be fair.

A8
Handling Information and Quality Control

The information collected, processed, and reported about students should be systematically reviewed, corrected as appropriate, and kept secure, so that accurate judgments can be made.

A9
Analysis of Information

Information collected for student evaluations should be systematically and accurately analyzed, so that the purposes of the evaluation are effectively achieved.

A10
Justified Conclusions

The evaluative conclusions about student performance should be explicitly justified, so that students, their parents/guardians, and others can have confidence in them.

A11
Metaevaluation

Student evaluation procedures should be examined periodically using these and other pertinent standards, so that mistakes are prevented, or detected and promptly corrected, and sound student evaluation practices are developed over time.