What does your state/territory understand by the terms standards and benchmarking?

• A standard is a common reference point used to measure progress (in this case, in learner achievement) along a scale or continuum.
• A benchmark is the delineation of an acceptable level of achievement in a particular skill (or set of skills) within a given context.

How are standards and benchmarks currently applied in your state/territory? (current practice)

The term "standard" relates to the recently drafted Curriculum Standards that, in conjunction with the Curriculum Scope and Curriculum Accountability components, form the basis of the draft South Australian Curriculum Standards and Accountability (SACSA) Framework, across the eight areas of learning. The (draft) definition of a Curriculum Standard is that it, "provides a common reference point for teachers and other educators to use in monitoring, judging and reporting on learner achievement (in clearly defined skills, knowledge and dispositions) over time". The Curriculum Standards will be defined by sets of learning outcomes, evidence of learner performance and work samples.

The term "benchmarks" relates to the Literacy (writing, spelling and reading) and Numeracy Benchmarks. These articulate nationally agreed minimum acceptable levels of literacy and numeracy for students in Years 3, 5 and 7.

Briefly outline the work being done in the area of standards and benchmarking in your state/territory.

The Curriculum Standards are currently being trialed and calibrated as part of the draft South Australian Curriculum Standards and Accountability Framework, in preparation for the final framework that will be used by all schools from 2001. The Curriculum Standards are set at Years 2, 4, 6, 8, 10 and 12, and will form the basis for schools’ reporting of learner achievement to parents and State Office. Preceding Curriculum Standard 1 at year 2, are developmental learning outcomes that guide learning in the early years.

The nationally agreed Benchmarks in Literacy (writing, reading and spelling) and Numeracy (will) form the basis of states’ reporting to the Commonwealth on students’ achievement in each of these particular areas. This will be done through the statewide assessment processes, principally the Basic Skills Tests and the Writing Assessment. Reports to parents will indicate whether their child has met the relevant benchmark. The Year 7 assessment is currently being developed.

The (Year 3 and 5 Literacy) benchmarks have been distributed to all schools, in order for teachers to appreciate their implications for curriculum development and assessment practices.