Foster's book has five chapters, only two of which have any substantial length: "Features of Outcomes Programs," and "Standards, Assessment and Reporting Practice." This latter topic is clearly Foster's strength (see for example his 1996 book, Student Self-Assessment). Alas, the rubrics contained in this chapter, on such useful topics as assessing dioramas, are not aligned to the Western Canadian Common Curriculum Framework, and will, therefore, be less useful than readers might otherwise hope. The other three chapters briefly discuss implications, coordination and implementation of "any newly revised language arts curriculum."

      There is a good deal of wisdom in Foster's book, but much of it is hidden. The book's structure obscures much of its strength, even as a reflective essay. Standards for Learning lacks structural features to assist the reader. It uses only italics, caps, boxed text and bullets to help direct reader's attention - no colour or even imaginative use of white space. It is less visually appealing than many student projects which regularly cross my desk.

      Standards for Learning does make some effort to appeal more broadly to "all outcomes based curricula," as promised on its opening pages (see above), but it is still clearly an Alberta, language arts document. As a former Calgary teacher, I sympathize with Foster's point of view. However, I wonder at what possible appeal this book will have for the majority of teachers, in places such as Manitoba, who are well past quiet consideration of the merits of outcomes-based curricula and well into frantic preparation for standards exams. They are in need of specific ideas for specific outcomes rather than Foster's general examples.

      My reservations aside, Foster's points are useful for me and will assist my interactions with teachers who are trying to implement new curricula. I especially liked his ideas on short-term planning and his focus on the usefulness of exemplars to support assessment.

Recommended with reservations.