Reflection:

This is definitely an article I can use in my Research Study. It mentions a specific study that gave conclusive evidence that classroom formative assessments are beneficial to student learning. The study was performed in 1998, but I believe it is worth the time to research the study and pull more data from it. I would also like to delve deeper into this book and pull more information for my research project.

Formative Assessment: Why, What, and Whether

Popham, W. J. (2008). Formative Assessment: Why, What, and Whether. Julie Houtz, Transformative Assessment (pp. 1-22). Association for Supervision & Curriculum Deve. Retrieved from http://www.ascd.org/publications/books/108018/chapters/Formative-Assessment@-Why,-What,-and-Whether.aspx

This article defines and explains in detail the definition of benchmark or formative assessments, and the reasons for utilizing them in the classroom. The author defined these assessments by stating that, “Formative assessment is a planned process in which assessment-elicited evidence of students' status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics” (Popham, W. J., 2008).

The author mentions using formative assessments to adjust instruction based on mastery of the material. By adjusting instruction, this in turn improves student learning.  These assessments can also be used as a predictor of performance on future state assessments. The author cites a research study that was performed by two British researchers, Paul Black and Dylan Wiliam that gave evidence-based research in support of using formative assessments in the classroom. These two researchers based their evidence on a nine year project that encompassed 681 publications that were diverse, carried out by researchers in several nations, involved students from the age of 5 to undergraduate and involved a variety of different fields (Popham, W. J., 2008). They found that the effect size was between .4 and .7 in favor of classrooms that had formative assessments. In order to make that number understandable, they explained that a gain of .7 in a 41 nation international study of mathematics would raise the rank of a middle ranging country to one of the top 5 (Popham, W.J., 2008). The study concluded by stating that teachers must use these assessments in his or her own manner.

Reflection:

It is important for teachers to have some type of assessment that they can implement in their classroom in order to improve their instruction. Assessments pinpoint specific areas of need within the classroom. It is imperative that assessments that are used are targeted to the area of concern. I feel that benchmark assessments are an important part of teaching, but I had not considered the amount of companies that offer these assessments and the need to be cautious when choosing a company and type of assessment. There is so much more to consider than just choosing an assessment. We have to make sure that they are appropriate to the needs and specific area of concern of the students.

Benchmark Assessments Offer Regular Checkups On Student Achievement

Olson, L. (2005). Benchmark assessments offer regular checkups on student achievement. Education Week, 25(13), 13-14. Retrieved from http://www.edweek.org/ew/articles/2005/11/30/13benchmark.h25.html

Benchmark assessments are becoming more prevalent in classroom settings around the country. They are typically aligned with state standards and are used to drive teacher instruction. Robert E. Slavin, the director of the Center for Data-Driven Reform in Education stated that he believes that within three years from now, people will not recall a time when there weren’t benchmark assessments (Olsen, L., 2005). Assessments are a manner in which teachers can regulate the pace and material that that they teach, based on the results of these assessments. They are a way in which to get feedback throughout the year, rather than when the area of study has been completed and it is too late to return to the subject.

Benchmark assessments are a positive and beneficial trend, but educators must be cautious when selecting the types of assessments they use. There are a vast amount of companies offering assessments, the challenge is in choosing the ones that are effective and appropriate for the situation. Good benchmark assessments should include content that is specific to the issue that is to be mastered and should provide clear and specific feedback to teachers so that they are more informed on how to improve their teaching for their students (Olsen, L., 2005).

Benchmark assessments are a critical component of classroom teaching. They are a manner in which educators can monitor their student’s progress. It’s essential to use assessments that are specific to the student’s needs in order for the teacher to assess where any inconsistencies may lie and therefore adjust her teaching techniques to meet the needs. It is imperative that benchmark assessments drive teacher instruction in order for the students to meet their goals for success.