Benchmark Assessment for Improved Learning

Herman, J. L., Osmundson, E., & Dietel, R. (2010). Benchmark assessments for improved learning (AACC Policy Brief). Los Angeles, CA: University of California. Retrieved from http://files.eric.ed.gov/fulltext/ED524108.pdf

Summary:

This article explains the importance of benchmark assessments and the steps to take when creating such assessments. The National Research Council (NRC) defines a quality assessment system as one that is (a) coherent, (b) comprehensive, and (c) continuous (NRC, 2001). The assessments must test a variety of skills and knowledge that are required in the Common Core Standards. By following these requirements, benchmark assessments will aide in the teacher’s understanding of a student’s needs and strengths. This outcome will improve the teaching approach, because specific points of deficiencies can be addressed in the lessons.

Benchmark assessments should be utilized to communicate expectations, monitor lesson effectiveness and predict future performance (Herman, Osmundson, & Dietel, 2010). These assessments help in determining which skills are lacking within the classroom or which students require more attention based on the impaired skill. The teacher can adjust her lessons based on the results of her assessments. As these assessments are implemented, the teacher can monitor the effectiveness of her instruction, curriculum and resources that she is utilizing.

In choosing specific assessments, certain factors must be met in order to produce an effective, well-informed assessment. Some criteria to keep in mind when selecting these assessments are, validity, alignment, and reliability (Herman, Osmundson, & Dietel, 2010).  The assessment must measure the specific need that is being assessed. For example, if a student is being assessed on speed and accuracy of reading, then the assessment must be specific to fluency. The assessments that are administered must also be aligned with the Common Core Standards, in order to ensure that those specific needs are being addressed. The assessments must also be reliable. When choosing assessments, the consistency of scores should be taken into account. When choosing a assessment, we should look for publishers that provide reliable indicators for their benchmark assessments (Herman, Osmundson, & Dietel, 2010).

Benchmark assessments can be an effective tool that help teachers in their monitoring of student’s needs and strengths. When choosing these assessments, certain criteria must be met in order to create effective, well-rounded and clear assessments that will measure the intended needs of the students.