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
15th 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?)
Benchmarking 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.
1. 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.
2. 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.
3. 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 .
4. 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.
1. What are students at different levels of ability able to do/
not do? How does this vary across school categories?
2. What is the variation in performance between conceptual
understanding and procedural/ fact-based questions?
3. What are common misconceptions and common errors?
How do these vary across class levels?
4. What background factors seem to be associated with
learning?

14. Benchmarking ( What) Contd.
In a classroom benchmarking helps us in
1. Understanding levels of pre-knowledge for every student.
2. Understanding any cognitive or physical barrier for a student.
3. Creating Instructional delivery as per the student’s interests and
strengths.
4. Modifying curriculum or instructional deliveries as per the
benchmark data to adjust to the pace of the students .
5. Creating differentiated, lesson plans , instructions and assessments to
suit the classrooms diversity and inclusivity.
6. 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