1. Benchmark Assessment Update
Leadership Academy
August 10, 2011

2. 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

3. Areas for Further Input
Purpose
Grading and review practices
Focus

4. 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?

5. 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).

6. 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?

7. Content Cognitive Level
Focus
Content Cognitive Level
Curriculum
Standards
Assessment

8. 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?

9. Survey is available on the Leadership Academy Website
Survey is available on the Leadership Academy Website. Please complete one per school.