Benchmark Assessment Update

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Presentation transcript:

Benchmark Assessment Update Leadership Academy August 10, 2011

DRAFT Process Feedback Consistent division plan Flexibility of participation Reliable, online administration platform with immediate access to data Consistency in administration procedures Alignment with pacing guides and SOLs

Areas for Further Input Purpose Grading and review practices Focus

Purpose Formative assessment to inform classroom teachers about student mastery of content and retention of knowledge Used to monitor pacing, adjust instruction, and align resources Should a purpose of the benchmark assessment be to predict SOL performance?

Review and Grading Practices Pros Grading may lead to higher performance and reliability due to increased motivation (Napoli & Raymond, 2004). An effective approach to motivating students is to integrate assessment activities into existing academic procedures (Nichols, 1995). Cons Grading is contrary to the purpose of formative assessment. Rather than relying on grading, evaluation should attend to the gap in understanding (Ayala, 2005). Descriptive feedback may be ignored by students when grades are also given (Butler, 1988).

Review and Grading Practices Should teachers review for the benchmark assessment? Should benchmark assessments be used as part of a student’s academic performance grade? Participation grade? Other Incentives? Should there be county-wide consistency in the benchmark assessment process related to reviewing and grading practices?

Content Cognitive Level Focus Content Cognitive Level Curriculum Standards Assessment

Cognitive Level and Rigor Should benchmark assessments be developed to: simulate the rigor and cognitive levels of the items found on the SOL tests, or exceed the expectations of the SOL tests?

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