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.
I find it interesting that people are discussing the "new" CCSS and the benchmarks with such intensity. We have always had standards in the US. I am always somewhat confused by the discussion of new standards...
ReplyDeleteI was about to say the same thing. Haven't teachers always used a grade book to collect data and change instruction if needed or to put an intervention in place. I get confused when the education community creates new terminology for old practices. That doesn't mean that their relevance is just as important today as it was 5, 10 or 20 years ago but the implication is that teachers haven't been using authentic assessments until someone just now thought about it.
ReplyDelete