are arbitrary statements of how students must learn what is set out in the curriculum, often called the "might be able to do"

are statements of how students must learn what is set out in the textbooks

are concrete statements of how well students must learn what is set out in the content standards, often called the "be able to do"

none of these

describe the conditions for learning.

These can include specific expectations and additional guidelines for school districts, communities and families

used in creating the best learning conditions for meeting student needs and achieving state and local educational goals and objectives.

all of these

specific component of the knowledge or skill

identified by an academic content, performance or operational standard.

It can be characterized as being declarative, procedural or contextual in the type of knowledge it describes.

all of these

any learning activity that asks students to show their knowledge on a paper pencil test

any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency.

any learning activity that asks students to explain content

any learning activity that requires students to repeat verbatim answers.

is a value used to define the students' ability to succeed on standardized assessments

is a value used to gauge performance based activities

age students' ability to

is a value used to define the ability of safety-related parts of control systems to perform a safety function under foreseeable conditions.

none of these

align with the local district mission, philosophy and educational goals and specify learning and performance objectives.

They establish a scope and sequence of knowledge and skills to be taught grade-by-grade.

both

neither

is the way content is designed and delivered.

It includes the structure, organization, balance and presentation of expected or recommended study topics that address content standards and meet local expectations.

both

neither

communicates what should be taught. It is the field of instruction.

communicates what might be taught.

communicates what could be taught. It is the field of instruction.

none of these

communicates how a topic should be taught. It is the context of instruction.

communicates when a topic should be taught. It is the context of instruction.

communicates why a topic should be taught. It is the context of instruction.

none of these