"The use of standard-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching” Alonso, Mirriahi & Davison 2019 p. 636). SBA refers to the clarity of learning outcomes, criteria and standards, where assessment is considered an integral part of learning and teaching. More importantly, engaging students in all kinds of assessment activities and giving them thoughtful feedback. Adhering to assessment supports students in their learning, motivation, planning and recognizing other educational achievement (Assessment Reform 2002). Sharma 2015 indicates that that has to be clearly described to students so that they can focus their learning strategies in achieving such outcomes. Anderson (2013) suggests that a good way to accomplish this is through using exemplary material to discuss the learning outcomes and the criteria with students. This paper assesses students’ performance against ACTFL standards in terms of effectiveness of the new material, curriculum innovation and alignment between assessment measures and program outcomes. The researcher here examines the SBA reflected in the summer program of the Center for Arabic Studies Abroad (CASA) in Cairo in terms of how these standards align with the learning outcomes of the program from different aspects. It shows the alignment between the SBA and the learning-oriented assessment provided to students. It also examines the involvement of students with SBA in terms of their awareness of the learning outcomes, criteria and tasks, the evidence of their performance, their role in assessment; whether self or peer, their engagement in productive learning, and the assessment measures employed. The paper also examines the effectiveness of feedback and the reflection of students. The framework used to accomplish such assessment is that provided by Alonso et al (2019). It consists of six levels of performance for each stage of SBA practice development. Standards and criteria used to measure performance here have a significant impact on improving practice, especially when accompanied with developmental guides (Ellis 2016). Moreover, using such a framework has implications on curriculum design, professional practice, professional development and policy articulation (Alonso et al 2019). Finally, the paper provides recommendations regarding how to assure complete alignment between the SBA and the evidence of students’ productive learning. It also suggests strategies for using SBA for sound curriculum and assessment decisions.