Henderson, S., Petrosino, A., Guckenburg, S., & Hamilton, S. (2007). A second follow-up year for "Measuring how benchmark assessments affect student achievement" (REL Technical Brief, REL Northeast and Islands 2007-No. 002). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
This technical brief summarizes findings from a follow-up study to "Measuring how benchmark assessments affect student achievement" (REL 2007- No. 039). The follow-up study examined whether schools in Massachusetts using quarterly benchmark assessments aligned with state standards in middle school mathematics showed gains in student performance two years after initial implementation when compared to schools not using these assessments. Results were similar to the first report as there were no differences in student achievement between schools using benchmark assessments and those without. Authors, however, note numerous limitations to the study and suggest that two years may be insufficient time to observe an impact in student performance from the intervention.
Action for Learning, Balanced Assessment System, Benchmark Assessment, Multi-level Data Use, Standards