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Evidence From Statewide Use of Benchmark Modules in Utah","","Short, targeted interim assessments called “benchmark modules” are examined as tools for supporting teacher instruction and student learning throughout the school year. The study analyzes one U.S. state’s adoption, detailing when and how often teachers incorporate the modules, and applies fixed effects regressions to estimate effects on end-of-year learning outcomes. Most teachers use modules mainly before summative state assessments, producing negligible score gains. Regular use across the year is associated with higher end-of-year state exam performance; mechanisms such as feedback, instructional change, and practice effects are discussed.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/benchmark-modules-a-better-interim-assessment-evidence-from-statewide-use-of-benchmark-modules-in-utah/590385/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/benchmark-modules-a-better-interim-assessment-evidence-from-statewide-use-of-benchmark-modules-in-utah/590385.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What are benchmark modules and how are they used in instruction?","Question",{"text":112,"@type":113},"Benchmark modules are short, targeted interim assessments aligned to a few content standards. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nBenchmark Modules: A Better Interim Assessment? Evidence From Statewide Use of Benchmark Modules in Utah  \nKyla N. McClure  \nUniversity of Colorado Boulder  \nShort, 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.  \nKeywords: Assessment, Computerized Testing, Testing, Teacher Assessment, Test Theory/Development, Descriptive Analysis, Quasi-Experimental Analysis, Regression Analyses, Testlet, interim assessment, benchmark assessment, data-based decision making, practice effect, benchmark module, modular interim  \nGood teaching is characterized by the consistent exchange of information between student and teacher (Black & Wiliam, 1998; National Research Council, 2001) . Teachers structure learning experiences for students and then collect data to infer student progress toward the learning goal. However, not all data are equally useful, and increasing the quantity of data may not help teachers improve their instruction (Shepard, 2008) . Classroom assessments are still the primary assessment data that teachers use to inform instructional decisions (Farley-Ripple & Buttram, 2014; Jennings, 2022) . State and district leaders, however, may suggest that thoughtfully designed interim assessments could supplement classroom assessments. Such assessments could serve the dual purpose of supporting teacher decision-making while building coherence between classroom instruction and end-of-year state assessment.  \nIn this article I empirically address the question of whether a subset of instructionally focused interim assessments called benchmark modules do, in fact, support student learning. Given that districts and states are making large investmentsin interim assessment products (Topol et al., 2013) and almost every district in the United States uses some form of interim assessment (Woo & Diliberti, 2023), a better understanding of the relationship between these tools and student performance is of critical importance. Interim assessments are“medium-scale” assessments situated between classroom  \nassessment and end-of-year summative testing that evaluate student knowledge and skills relative to a learning goal, and can be aggregated across students, occasions, or concepts (Perie et al., 2009). Early versions of these assessments were most frequently district or vendor created, given in regular increments during instruction, and covered content across multiple curricular units. The theory underlying interim assessment use is that standards-aligned information provided periodically throughout the school year can help teachers make better instructional decisions, thus improving student outcomes (Datnow et al., 2007; Marsh et al., 2006) . However, since","cbCaiftufuEXc4gs","https://ap.wps.com/l/cbCaiftufuEXc4gs","pdf",885860,22,"English","# Benchmark Modules in Utah\n## Research Rationale and Background\n## Study Design and Methods\n## Findings and Interpretation\n## Discussion of Possible Mechanisms","[{\"question\":\"What are benchmark modules and how are they used in instruction?\",\"answer\":\"Benchmark modules are short, targeted interim assessments aligned to a few content standards. Teachers can embed them flexibly in regular instruction and receive relatively immediate feedback through online platforms.\"},{\"question\":\"When do teachers most often use benchmark modules, and what is the effect?\",\"answer\":\"Most teachers use the modules primarily before the summative state assessment, leading to a negligible effect on end-of-year student scores.\"},{\"question\":\"How does regular use of benchmark modules affect student outcomes?\",\"answer\":\"In classes where benchmark modules are assigned consistently throughout the year, students score higher on the end-of-year state exam compared with similar peers.\"},{\"question\":\"What possible explanations does the article discuss for the observed score differences?\",\"answer\":\"The article considers whether differences stem from student feedback, instructional changes teachers make based on module results, or practice effects.\"}]","Benchmark Modules: A Better Interim Assessment? Evidence From Statewide Use of Benchmark Modules in Utah | PDF",1792069530,55]