Benchmarking as an assessment

A brief presentation to explain the benchmarking process in education for teachers.

1. Benchmarking as an assessment Niketa Suri Master’s in Education Program : Assessments & Evaluations 15 th May 2020

2. Introduction In this presentation we will learn about benchmarking in learning process. Differentiate between different type of assessments Understand why , how and what of benchmarking. Understand the importance of benchmarking in our classrooms, with diverse and inclusivity.

3. Benchmarking As per dictionary Verb; gerund or present participle: benchmarking evaluate (something) by comparison with a standard. "we are benchmarking our performance against external criteria“ As per Dance-Schissel, 2019, Benchmarking  in education occurs when measurable standards are set for learning. For example, benchmarks might be set for the concepts that must be mastered in each grade. They might also be used to see where a particular student, class, or even school ranks in comparison to others.

4. Benchmarking as an assessment It is very important for teachers to understand that we use benchmarking as an assessment tool . Benchmarking has different meanings and styles in different aspects . When we are benchmarking a school or institution , it has a different approach. But for the purpose of this paper we are discussing the aspect of benchmarking as an assessment of a learner. As defined by Cornelius, 2017, “ Benchmark assessments, also frequently called interim assessments, are intended to be  something between formative and summative assessments . They are fixed assessments, evaluating students against specific grade-level standards and learning goals rather than simply taking a quick pulse of understanding.”

5. Different type of assessments (Edmentum, 2016) While we try to understand about benchmarking , we must understand how its different from other type of assessments In these 2 slides we have defined about the 3 types of assessments we use in learning process. Formative, short-cycle assessments: Formative assessments provide us with crucial data about a student’s learning. They are a on the go measures of students progress and help us in determining if and when we need to provide timely support or interventions to our students. These assessments provide quick and immediate data so that teachers can adjust instruction and provide timely feedback. Also called: real-time assessments; diagnostic test lets; quick, informal assessments; and continuous assessments. (Taylor, Types of Assessments 2014)

6. (Suri, N, 2020)

7. Different type of assessments (contd.) Interim, medium-cycle assessments : Interim assessments guide learning based on performance relative to a set of very specific academic goals. Interim assessments help assess mastery over a longer period of time. These assessments can, however, be used in a formative manner if the data is used over time to guide instruction and learning. Also called: benchmark assessments, diagnostic assessments, unit or quarter assessments, and interval assessments Summative, long-cycle assessments : Summative, or long-cycle, assessments help you determine content mastery over an even longer period of time. Typically referred to as an assessment of learning, and unlike the other two assessment types, summative assessments are often referred to as “high-stakes” due to the large amount of content covered. Also called: end-of-semester/end-of-year assessments, and high-stakes assessments

8. Benchmarking ( Why ?) As we have understood that benchmarking is an interim assessment . We have to understand why in a classroom we need this kind of assessment. “The purpose of benchmarking is  not  to determine content mastery. Instead, the goal of benchmarking is to identify students’ academic strengths and weaknesses and use that information to guide future instruction, and support success on later summative and high-stakes tests.” (Cornelius, 2017) So we do benchmark assessment of every student separately and at the level of their prior knowledge (known to us through previous end of term benchmarking or a formative test in the class.) This provides us with the current level of the student which will allow us to prepare our instructional delivery with the differentiation to suit all students in the classroom.

9. Benchmarking ( How?) B enchmarking helps us plan our lessons strategically from the start, and tackle curriculum in the most effective manner. Ensuring that all of our students are on pace. To conduct benchmarking , we must do it twice once in starting of the Term / Unit and one at the end of the term/ unit . If we are not able to do it during end of each unit , we should try one or two during the term. (but its not required , if you are able to generate same data from your formative assessments.)

10. Benchmarking ( How?) For purpose of benchmarking, we create or use differentiated assessments. As a diverse and inclusive classrooms, as for any other assessment , benchmarking also will have to follow the modifications and accommodations required for each student. Assessment test must be prepared for different levels of understanding within the subject / concept (prior knowledge). The assessments are carried out individually for each student. Every student is allowed to participate in assessment without any stress or fear . As this is just an exercise to collect data. Each students is assessed on the last known level benchmarked and if they are able to perform higher , they would be assessed on next level , till we have concluded their current level of understanding .

11. Benchmarking ( How?) During these assessments the instructor , must also gather information on the cognitive abilities of each student, Interests and the method of instruction to which they are more attentive. At all times , instructor must understand that there is no comparison between students , each student is different and unique and they must always be motivated to do better , without being compared or placed in competition which will create de-motivation. Benchmark results are always saved and passed on to the new teacher , if its end of term benchmarking .

12. Benchmarking ( How?) While administrating benchmarking assessments , we must try and follow these 4 best practices. Keep It Small : help students avoid feeling overwhelmed by breaking up their benchmarking into several phases. testing students on one topic at a time will help them to focus their energy and feel more in control. Help Your Students Prepare in Advance : Even for beginning-of-the-year benchmarking, it’s important to review before administering any assessments. We must provide a couple of fun, low-stress refresher lessons to prepare students for what material will be on the benchmark exam and reactivate their prior knowledge. Teach Effective Exam Strategies : Take some time to review effective test taking strategies with students, like starting with the questions that they feel most comfortable with (even if that means answering questions out of order), not spending too much time on any single question, and skipping questions that if they don’t know the answer. Remind students that test-taking isn’t a race, and they can always revisit the unanswered questions . Provide Adequate Time : please provide adequate time for students to take the test. We must ensure that additional time is provided to students with cognitive impairments and also accommodations to be made for students with physical impairments.

13. Benchmarking ( What) Benchmarking assessment in general provides us with following information for a class or school in total. What are students at different levels of ability able to do/ not do? How does this vary across school categories? What is the variation in performance between conceptual understanding and procedural/ fact-based questions? What are common misconceptions and common errors? How do these vary across class levels? What background factors seem to be associated with learning?

14. Benchmarking ( What) Contd. In a classroom benchmarking helps us in Understanding levels of pre-knowledge for every student. Understanding any cognitive or physical barrier for a student. Creating Instructional delivery as per the student’s interests and strengths. Modifying curriculum or instructional deliveries as per the benchmark data to adjust to the pace of the students . Creating differentiated, lesson plans , instructions and assessments to suit the classrooms diversity and inclusivity. To find out the effectiveness of the instructions during the period and suggesting modifications to schools for future curriculums.

15. References Cornelius, S. (2017, August 03). Benchmark Assessments: 4 Best Practices. Retrieved from https://blog.edmentum.com/benchmark-assessments-4-best-practices Dance-Schissel, D. (2019). Benchmarking in Education: Definition & Limitation. Retrieved from https://study.com/academy/lesson/benchmarking-in-education-definition-limitation.html Edmentum. (2016). Assessment for Learning - A how-to guide from Edmentum . Bloomington, MN: Edmentum.com. Retrieved from https://www.edmentum.com/sites/edmentum.com/files/resource/media/AC044-08%20Formative%20Assessment%20Booklet%20-%20Interactive.pdf Suri, N. (2020). Formative assessment as a tool for good teaching [Digital image]. Retrieved from https://www.academia.edu/s/fbe9a2d584 , Page 3 Taylor, J. (2014, July 30). Types of Assessments [Digital image]. Retrieved from https://i0.wp.com/107.20.229.81/blog/wp-content/uploads/2015/05/types_of_assessments.png Wierman, M. (2016, September 23). 5 Ways to Use Formative Assessment Data to Guide Learning. Retrieved from https://blog.edmentum.com/5-ways-use-formative-assessment-data-guide-learning