ABSTRACT
The central argument of standards-based education reform (SBER) is that a focus should be on well-articulated standards and actions. The logic of SBER, which includes a process whereby standards are identified, where standards are widely understood and taken as meaningful, legitimate and contribute to practical reform, must guide decisions about how well the system is doing, and what resources, policies and other changes are needed. In this context, consideration of standard processes needs to be taken of the complexity of academic performance. Standards-based assessment is discussed against the background of the South African context and in reference to school-based assessment and examinations.
