Benchmark Modules: A Better Interim Assessment? Evidence from Statewide Use of Benchmark Modules in Utah
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| Title: | Benchmark Modules: A Better Interim Assessment? Evidence from Statewide Use of Benchmark Modules in Utah |
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| Language: | English |
| Authors: | Kyla N. McClure (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Academic Achievement, Scores, Benchmarking, Progress Monitoring, Learning Modules, Educational Strategies, Teaching Methods, High Stakes Tests, Standardized Tests, Study Habits |
| Geographic Terms: | Utah |
| ISSN: | 2332-8584 |
| Abstract: | Short, targeted interim assessments termed "benchmark modules" or "modular benchmarks" may hold promise for supporting teacher instruction and student learning throughout the year. This study describes one state's adoption of benchmark modules, examines when and how frequently teachers choose to incorporate the modules into their instruction, and uses a series of fixed effects regressions to estimate the effect of completing benchmark modules on end-of-year learning outcomes for students. Results indicate that most teachers choose to use the modules only prior to the summative state assessment, resulting in a negligible effect on end-of-year student scores. However, in classes where benchmark modules are assigned regularly throughout the year students score higher on the end-of-year state exam relative to similar peers. Whether the observed difference in scores results from feedback provided to students, from instructional changes teachers make based on the results of the benchmark modules, or from practice effects, is discussed. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E236922V1 |
| Entry Date: | 2026 |
| Accession Number: | EJ1494926 |
| Database: | ERIC |
| Abstract: | Short, targeted interim assessments termed "benchmark modules" or "modular benchmarks" may hold promise for supporting teacher instruction and student learning throughout the year. This study describes one state's adoption of benchmark modules, examines when and how frequently teachers choose to incorporate the modules into their instruction, and uses a series of fixed effects regressions to estimate the effect of completing benchmark modules on end-of-year learning outcomes for students. Results indicate that most teachers choose to use the modules only prior to the summative state assessment, resulting in a negligible effect on end-of-year student scores. However, in classes where benchmark modules are assigned regularly throughout the year students score higher on the end-of-year state exam relative to similar peers. Whether the observed difference in scores results from feedback provided to students, from instructional changes teachers make based on the results of the benchmark modules, or from practice effects, is discussed. |
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| ISSN: | 2332-8584 |
