Benchmark Modules: A Better Interim Assessment? Evidence From Statewide Use of Benchmark Modules in Utah

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.