ASSESSMEN

BENCHMARK
T
ENGLISH
ENGLISH 410
410
 ABOUT
THE
PRESENTER
Hello! I am 22 years old. I graduated at Capiz
State University, Main Campus, with a degree
of Bachelor and Secondary Education Major in
English last 2019. I am currently an ESL teacher
at 51Talk. I love reading novels, short stories,
poetry books, watching Netflix series, films,
and Kdramas. I am a fan of BTS.

APRIL
APRILANNE
ANNE D.
D. LLAMAS,
LLAMAS, LPT
LPT
 ABOUT
THE
PRESENTER
Hello everyone! I am 23 years old. I graduated
at Capiz State University, Main Campus, with a
degree of Bachelor and Secondary Education
Major in English last 2019. I am currently an
ESL teacher at 51Talk. I am a cat lover. I like
watching Kdramas, youtube vlogs, and Netflix
series.

ABEGAIL
ABEGAILB.
B. VILLARUZ,
VILLARUZ, LPT
LPT
 LET’S TAKE SOME TIME

How
How do do we
we know
know ifif students
students are
are learning
learning the
the right
right things
things at
at the
the
right
right times?
times?

Should
Should high
high achievers
achievers set
set the
the standard
standard for
for education?
education?

Study.com
 01
WHAT IS
BENCHMARK?
 An
An effective benchmark
effective benchmark
Benchmark
Benchmark assessment,
assessment,
assessment
assessment system (BAS)
system (BAS) can can
also
also known
known as as interim
interim accurately
accurately determine
determine which which
assessment,
assessment, is a
is a system
system used
used students
students need
need aid
aid inin aa specific
specific
to
to evaluate
evaluate thethe academic
academic area
area of
of education.
education. In
In the
the process,
process,
competency
competency of of aa selected
selected benchmarking
benchmarking helps
helps identify
identify the
the
group
group of
of students.
students. best
best course
course of
of action
action required
required toto
remediate
remediate andand boost
boost student
student
A
A systematic
systematic way of
way of self-
self- competency
competency inin this
this field
field of
of study.
study.
evaluating,
evaluating, learning
learning from
from
others,
others, and
and improving
improving what
what (gradecam.com)
(gradecam.com)
you
you do”
do” (Epper,
(Epper, 1999)
1999)
 They
They provide
provide teachers
teachers with
with
Benchmark
Benchmark Assessments are
Assessments are information
information about
about which
which content
content
given
given periodically
periodically (e.g.,
(e.g., atat the
the standards
standards have
have been
been mastered
mastered
end
end ofof every
every quarter
quarter or or as
as and
and which
which require
require additional
additional
frequently
frequently asas once
once per
per month)
month) instruction,
instruction, identifying
identifying students’
students’
throughout
throughout aa school
school year
year toto strengths
strengths andand needs.
needs. Well-
Well-
establish
establish baseline
baseline achievement
achievement articulated
articulated benchmark
benchmark
data
data andand measure
measure progress
progress assessments
assessments cancan also
also be
be used
used to
to
toward
toward aa standard
standard oror setset of
of measure
measure student
student progress
progress over
over
academic
academic standards
standards and
and goals. 
goals.  time.
time.

(https://www.nwea.org/blog/2013/interim-assessments-use-benefit-student)
(https://www.nwea.org/blog/2013/interim-assessments-use-benefit-student)
02
WHY
BENCHMARK
?
Benchmarking
Benchmarking cancan raise
raise standards
standards in
in education
education by
by
creating
creating aa model
model for
for excellence
excellence and
and achievement.
achievement.
This
This model
model can
can then
then be
be duplicated
duplicated by
by others.
others.
 In
In 2018,
2018, DepEd
DepEd decided
decided to
to join
join PISA
PISA for
for the
the first
first time
time as
as aa step
step towards
towards
globalizing
globalizing the
the quality
quality of
of Philippine
Philippine basic
basic education.
education. Together
Together with
with the
the
changing
changing landscape
landscape ofof education,
education, global
global standards
standards are are also
also changing,
changing, and
and the
the
country
country needs
needs to
to have
have aa complete
complete view
view of
of the
the gaps
gaps and
and areas
areas for
for improvement.
improvement.

By
By joining
joining PISA,
PISA, DepEd
DepEd takes
takes advantage
advantage of
of an
an assessment
assessment designed
designed and
and
constantly
constantly updated
updated by
by education
education experts
experts around
around the
the world
world to
to complement
complement its
its
own
own national
national assessment.
assessment.

https://www.teacherph.com/why-deped-joined-pisa/
Given
Given thethe historical
historical performance
performance of of the
the learners
learners inin the
the National
National Achievement
Achievement
Test,
Test, they
they expected
expected that
that the
the learners
learners will
will also
also not
not be
be able
able to
to perform
perform well
well in
in
PISA.
PISA. But
But byby participating
participating in in PISA,
PISA, DepEd
DepEd will will bebe able
able to
to establish
establish the
the
baseline
baseline inin relation
relation to
to global
global standards
standards and and benchmark
benchmark the the effectiveness
effectiveness of of
their
their reforms
reforms moving
moving forward.
forward. TheThe PISAPISA Results,
Results, along
along with
with DepEd’s
DepEd’s ownown
assessments
assessments andand studies,
studies, will
will aid
aid their
their policy
policy formulation,
formulation, planning,
planning, and
and
programming.
programming.

https://www.teacherph.com/why-deped-joined-pisa/
 Here are some ways educators
use benchmark data:
1 to
to measure
measure student
student achievement
achievement –– where
where students
over
over time
students are
time
are starting
starting –– and
and growth
growth

2 to
to identify
identify patterns
patterns in
in learning
learning for
for particular
particular students
students or
or groups
groups of
of students
students

3 to
to target
target additional
additional resources
resources for
for students
students and
and teachers
teachers

4 for
for principals
principals and
flexible
and district
district administrators,
flexible groupings,
administrators, the
groupings, tracking
tracking progress
the data
data are
progress toward
are useful
useful for
toward critical
for determining
determining
critical milestones
milestones

for
for parents,
parents, benchmark
benchmark data
data can
can help
help them
them understand
understand how
how their
their child
child isis
5 progressing
progressing
 Better Understanding of this Assessment:

Individual students or
A Who
Who is
is being
being measured?
measured?
classes.

Intermittent: Often at the end of a

quarter or semester, or a midpoint
B How
How often?
often?
of a curricular unit. Results are
generally received in enough time
to affect instruction in the same
school year.
 Better Understanding of this Assessment:

To help educators or administrators track

C For
For what
what purpose?
purpose? students’ academic trajectory toward long-
term goals. Depending on the timing of
assessment feedback, this may be used
more to inform instruction or to evaluate
the quality of the learning environment.

Often a condensed form of an annual

D What
What strategies
strategies are
are used?
used? summative assessment, e.g. a shorter term
paper or test. It may be developed by the
teacher or school, bought commercially, or
be part of a larger state assessment system.
 How
How does
does an
an interim
interim assessment
assessment differ
from
from other
other types of
of assessments?
assessments?

An
An interim
interim assessment
assessment is is similar
similar to
to aa formative
formative assessment
assessment inin the
the sense
sense that
that itit helps
helps
paint
paint aa portrait
portrait of
of what
what students
students know
know andand understand
understand asas well
well as
as topics
topics they
they are
are
having
having difficulty
difficulty grasping. However,
grasping. However, the the two
two differ
differ because
because schools,
schools, districts,
districts,
and
and states
states can
can use
use the
the data
data from
from anan interim
interim assessment
assessment to to measure
measure academic
academic
progress. That
progress. That is is not
not the
the case
case with
with formative
formative assessments.
assessments.

Interim
Interim assessments
assessments are
are sometimes
sometimes called
called “benchmark
“benchmark assessments,”
assessments,” but
but there
there is
is aa
slight
slight difference.
difference. Benchmark
Benchmark assessments
assessments are
are given
given periodically,
periodically, whereas
whereas interim
interim
assessments
assessments don’t
don’t necessarily
necessarily follow
follow aa schedule.
schedule.
How
How does
does an
an interim
interim assessment
assessment differ
from
from other
other types of
of assessments?
assessments?
How
How does
does an
an interim
interim assessment
assessment differ
from
from other
other types of
of assessments?
assessments?
 03
EXAMPLES OF
BENCHMARK
ASSESSMENT
 This passage was from a children's book called, "The Magic Tree House."

https://evesweet.weebly.com/benchmark-assessment.html?fbclid=IwAR1S8r8TgdRG4O6-
2j05_FUVwmznXahF1FlIE17ZcypBJdUVeO6AdJ91yGc
Sample Benchmarks
These examples are intended to offer guidance only. It is
essential that school and district personnel develop their own
benchmarks that capture and measure progress on the specific
strategies.

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
 Leadership, Shared Responsibility & Professional Collaboration

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
The school has established a community of practice through leadership, shared responsibility for
all students and professional collaboration.

• Each week XX% of instructional staff will receive targeted, specific

and actionable feedback about the rigor of their instruction, as
demonstrated by examples of written and verbal feedback notes.
• Each quarter, all school instructional leaders will be able to provide
Benchmarks evidence that focused instructional coaching has improved practice
for Educators with at least two teachers who were identified as high priority, as
demonstrated by observation rubrics, review of written feedback,
and other evidence.
• Each faculty meeting will include a review of data (related to
benchmarks and annual goals), commitment to next steps, and
follow-through on decisions made at previous meetings.
 • Quarterly surveys of students reveal an increase of XX percentage
points in the percentage that believe school leadership and staff hold
high expectations for their futures and demonstrate positive regard.
Benchmarks
for Students • As a result of being included in decisions related to school
improvement efforts, the percentage of students reporting a sense of
ownership for the success of the school and their peers will increase
by XX percent, as reported in student feedback surveys.

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
 Intentional Practices For Improving Instruction
The school employs intentional practices for improving teacher-specific and student-responsive
instruction
Sample benchmarks:

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
• Each week, starting from the beginning of the year, all collaborative teams
(e.g., instructional leadership team, collaborative planning, professional
learning communities) will analyze data for strengths and challenges, identify
actions to address student learning needs, and regularly communicate and
follow up on action steps, as evidenced by meeting notes, observations, and
Benchmarks staff feedback.
for Educators • Within a week after the enrollment of any new student (at the start of the year
and throughout the year), supports will be assigned based on strengths and
needs identified from a review of early warning data and/or other intake data.
• By XX date YY% of all teachers consistently use the agreed upon, aligned
curricula in their classrooms, as demonstrated by classroom observation
rubrics, agendas and minutes of team meetings, and review and analysis of
lesson plans. This number will increase each month/quarter.
 Secondary-specific examples:

• By XX date, 100% of teachers engage students in lessons and

activities to develop individualized postsecondary plans aligned with
their individual career interests, as evidenced by classroom
observation and review of student work.

• Each month from Dec-April counselors will track the status of post-
secondary planning for all seniors and will implement follow-up plans
for students who are off-track.

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
 Sample benchmarks:

• Each week, students will track their progress toward academic

Improvement goals they set in consultation with their teacher(s), as evidenced by

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
student work, interim assessments or performance assessments.

• By XX date, YY% of students report opportunities for meaningful choice and

leadership related to their learning, as reported in student surveys.
Benchmarks • Each month, average scores on the common writing rubric will increase XX% from
for Students the prior month, for each grade, classroom, and specific student group.
• Each quarter, the percent of students failing 1 or more courses will decrease from
the same quarter last year. This will be tracked for specific student subgroups as
well as in the aggregate.
• For assessments that are based on growth models and show a progressive gain
in skills:  the % of students scoring proficient or above on the middle-of-the year
benchmark assessment will increase from XX% to YY%.

• For assessments that capture mastery at a moment in time:  the gap between the
school and the district (or equivalent comparison group) will decrease from XX to
YY points as compared to the previous administration of the assessment.
 Examples specific to middle and high schools:

• Each quarter, 100% of students will engage in at least one activity to map
their academic plans, document their personal/social growth, and engage
in career development activities consistent with their unique, self-identified
interests, needs, and goals, as evidenced by a review of student-
generated artifacts.

• By XX date, 100% of parents/guardians will report being included in

postsecondary planning conversations related to their child/children, as
reported in family surveys and focus groups.

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
 Student-specific Supports and Instruction to all Students

The school is able to provide student-specific supports and interventions informed by data and

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
the identification of student-specific needs.
Sample benchmarks:

• Monthly, 100% of teachers will analyze the most recent common formative
assessment data to identify students’ academic needs, develop re-teach
plans, report student progress to date, and identify appropriate interventions.
Particular attention will be paid to specific student groups such as English
learners, special education students, and subgroups identified as low-
Benchmarks performing.
for Educators
• Each month, starting from the beginning of school, Teachers will review
discipline data by student group and type of incidents to inform next steps
(such as providing additional supports for specific students, staff, areas in the
building, and/or times in the school schedule) and to ensure responses are
applied consistently and equitably, are related to the root cause of
misbehavior, and that responses do not exclude students from academics or
support.
 Examples to middle and high schools:

• Each quarter, the teacher will review student progress to ensure students are
receiving supports and interventions as needed in all grades and core content
areas, beyond MCAS preparation and credit recovery.

• Every quarter, the teacher will review enrichment and advanced learning
opportunities (e.g., Advanced Placement, Baccalaureate, honors, dual
enrollment, and elective offerings such as arts, physical activities or foreign
languages) to ensure all students are proportionately represented in these
opportunities.

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
 Sample benchmarks:
• Each quarter, XX% of English learners with the highest difficulty indices will
show accelerated progress toward their customized benchmarks.
• Every XX weeks, 100% of students receiving Tier II and Tier III interventions will
make accelerated progress relative to grade level standards as measured by
common formative assessments

Benchmarks • Each quarter, YY% of students who began the year below grade level will
demonstrate accelerated academic progress, as evidenced by student work
for Students and district assessments.
• Each month the school will reduce suspensions by XX% as compared to the
prior year, for all categories of infractions and all student groups.

Specific Example to Middle and High schools:

• Each quarter the percent of students enrolled in enrichment and advanced
learning opportunities increase by XX%, and at rates that are proportional to and
representative of the entire student population.

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
 School Culture and Climate
A safe, orderly and respectful environment for students and a collegial and
collaborative culture among teachers.
Sample benchmarks:
• Each month, the teacher will review student attendance, and develop and
implement action plans for those who have been absent 10% or more of
school days to date.
• Every week, the teacher will identify students who need social, emotional,
and/or behavioral supports, and deploy additional supports as needed, as
Benchmarks demonstrated by documentation from the identification and referral system.
for Educators
• Each day (or week), YY% of teachers will be observed using rituals, routines,
and appropriate responses that create and maintain a safe physical and
intellectual environment where students take academic risks and most
behaviors that interfere with learning are prevented. This percentage will
increase each month.
• Each month, XX% of teachers will communicate about student learning and
progress with at least one family member of every one of their students as
evidenced by.

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
 Sample benchmarks:
• Each month, average student attendance will increase by XX% from the same
month in the previous year.

• Each month, the percentage of office referrals for disruptive behavior will
decrease from the same month the previous year. In addition, disparities
between specific student groups will be reduced or eliminated.
Benchmarks • Each quarter, students will improve on an assessment of skills by XX
for Students percentage points as compared to the previous quarter.

• Each month, classroom observations show an increase in the number of

students helping each other learn without having to be asked by the teacher.

For middle and high schools:

• By XX date, 100% of parents/guardians will report being included in

postsecondary planning conversations related to their child/children, as reported
in family surveys and focus groups.

https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx
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EVERYONE!
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 RESOURCES
 https://gradecam.com/2020/11/what-is-a-benchmark-assessment-system-what-are-the-benefits-of-benchmarki
ng-in-education
/

 https://files.eric.ed.gov/fulltext/ED524108.pdf

 https://www.renaissance.com/2018/05/08/blog-ask-assess-questions-that-help-guide-assessment/

 https://www.nwea.org/blog/2013/interim-assessments-use-benefit-student-learning/

 https://
www.edweek.org/teaching-learning/types-of-assessments-a-head-to-head-comparison?fbclid=IwAR2SCWRc
Hsw_buWUEVuei0qL05EfdzIm_0c9Y1iqG8XB1bX4R0C0vPMhAxE

 https://www.doe.mass.edu/turnaround/level4/sample-benchmarks.docx