Utilizing Benchmark Assessments
Mark G. Cacciatore, Ph.D.
New Jersey Department of Education
Office of Academic Standards
Mark.cacciatore@doe.state.nj.us
201.292.3206
 8:30-9:00 – Registration
 9:00-11:30 – ELA/Literacy
 11:30-12:30 – Lunch
 12:30-2:30 – Mathematics
 2:30-3:00 – Closure
2
1)
What is a “balanced” assessment system? What is the role of benchmark
assessments in a balanced system?
2)
What do Common Core-aligned benchmark assessments look like in the
following grade bands: K–2, 3–5, and 6–12?
3)
What do Common Core-aligned benchmark assessments look like in social
studies/history, and science and technical subjects?
4)
How can I use the knowledge learned today to support my teachers’ work in
creating benchmark assessments?
3
The ELA/Literacy Shifts
1.
Building knowledge through
content-rich nonfiction
2.
Reading, writing, and speaking
grounded in evidence from text,
both literary and informational
3.
Regular practice with complex
text and its academic language
Literacy in the Other Disciplines
4
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
Source: National Assessment Governing Board. 2008. Reading Framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S.
Government Printing Office.
5
Grade Level
K–5
Opinion
Informative/
Explanatory
X
6–12
Argumentative
Narrative
X
X
X
X
X
Grade
To
Persuade/Argue
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
Source: National Assessment Governing Board. 2010. Writing Framework for the 2011 National Assessment of Educational Progress
(Prepublication edition). Washington, DC: National Assessment Governing Board.
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Common Core ELA/Literacy
What a Balanced Assessment
System Does
What a Balanced Assessment
System Does Not
 Includes evidence of student performance
 Overwhelm teachers with too much
on challenging tasks that assess to what
degree students have achieved aspects of
the Common Core State Standards
 Provides a balance of screening, formative,
benchmark, and summative assessments
 Involves teachers in the development and
scoring of assessments…so they deeply
understand and teach the standards
 Continuously improves teaching and
data
 Add “another component to a
teacher’s plate”
 Separate instruction from the
assessment system process
 Push teachers to work in isolation
learning
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thumbs up, middle, down
reading comprehension
checks
used to determine
what level students are
achieving the Common
Core State Standards
quizzes
graphic
organizers
exit tickets
Formative
questioning
54 examples of formative
assessments
Benchmark
PARCC
End of
Year/
Summative
NJ ASK, HSPA
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1.) Formative Assessment(s)
 Council of Chief School State Officers (2006):
 Formative assessment is a process; takes place during instruction.
 It is used not just by teachers but by both teachers and students.
 Helps teachers and students make adjustments that will improve students' achievement of intended
curricular aims.
2.) Summative Assessment(s)
 Council of Chief School State Officers (2012)
 Intended to evaluate what students have achieved after a particular phase in their schooling — for
example, after a course or a unit of study.
3.) Benchmark Assessment(s)
 Assessment and Accountability Comprehensive Center (2010)
 Administered periodically throughout the school year to evaluate students’ knowledge and skills relative
to an explicit set of longer-term learning goals (Common Core State Standards)
 Can (and should) inform policy, instructional planning, curriculum, and decision-making at the
classroom, school and/or district levels.
10
Assessment Balance
11
THOUGHTS?
Formative
Benchmark
Summative
12
Wisconsin Department of Public Instruction (2009). Balanced Assessment System.
13
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ELA/Literacy
Sample Grade 4
Unit: Reading Informational Text
Passage One: Simon, Seymour. Volcanoes. New York: HarperCollins, 2006
 10 – 15 Sample Text-Dependent Questions
Passage Two: National Geographic Kids: Forces of Nature: Volcanoes 101 (video)
 10 – 15 Sample Text-Dependent Questions
Essay: Explanatory Essay
 You have read two articles about volcanoes. In essay form, explain the process by which
volcanoes come to explode. What causes volcanoes to explode? Please be sure to cite
evidence from both texts in your writing.
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Sample Grade 6
Unit: The Planets
Passage One: Scholastic: Life on Mars
 10 – 15 Sample Text-Dependent Questions
Passage Two: On Mars Time, the Ice Cream Is Free
 10 – 15 Sample Text-Dependent Questions
Passage Three: Kidsastronomy:com: Exploring Mars
 10 – 15 Sample Text-Dependent Questions
Essay: Argumentative/Persuasive
 You have read three articles that discuss what scientists believe it would take for humans to live on Mars. In an essay,
discuss whether or not you believe humans will ever successfully live on Mars. Be sure to use evidence from 2 of the
3 articles in your answer.
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Sample Grade 10 Social Studies
Unit: Great American Thinkers
Part 1
Reading Passage One: Lincoln’s Second Inaugural
 10 – 15 Sample Text-Dependent Questions
Part 2
Reading Passage Two: MLK JR.’s Letter from Birmingham Jail
 10 – 15 Sample Text-Dependent Questions
Part Three
Essay: Explanatory Essay
 You have recently read two texts by whom most consider great American thinkers and leaders. One led our country through
the Civil War; the other through the Civil Rights Movement. In an essay format, explain the vision both Lincoln and King had
regarding America’s future. Be sure to include textual evidence from both King and Lincoln in your writing.
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Sample Grade 10 English
Unit: Modern American Poetry
Part 1
Reading Passage One: Robert Frost, Mending Wall

10 – 15 Sample Text-Dependent Questions
Part 2
Reading Passage Two: Israel says Separation Wall will be border

10 – 15 Sample Text-Dependent Questions
Part 3
Reading Passage Three: A Brief History of the Berlin Wall (video)

10 – 15 Sample Text-Dependent Questions
Part 3
Essay: Research Simulation

You have three texts that deal with the theme of “walls.” In your opinion, do you see walls as a valuable or detrimental concept? Be sure to include
evidence from 2 of the 3 texts in your writing.
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REFLECTION
 How aligned are my teachers’
assessments to the Common Core?
 Am I clear in understanding the
interconnectedness of formative,
benchmark, and summative
assessments?
 Any other thoughts?
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20
In assessment and instruction, reading, writing, and
speaking and listening should never be separated.
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The “What” of Reading
Reading Areas to be Assessed
The “How” of Reading
The “Synthesis” of Reading
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Important Considerations
 Teachers create questions as a collaborative, collegial
process, using the ELA/Literacy CCSS as a guide
 Guide to Creating Text-Dependent Questions
 Try to incorporate more than one text whenever
possible on the same (include multimedia)
 Sample Text-Dependent Questions
 Professional Reading: Digital Video Transforms
Teaching Practices
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Task: There are twelve sample reading items from PARCC below. Read the items carefully,
and answer the following question:
What is the question asking the student to do?
For example, Summarizing, Inferring, Using Context Clues, Supporting Details, Main Idea,
Comprehension Questions, Sequencing, Deciphering Theme, Critical Thinking, Comparison,
Contrast, etc….
If you are not familiar with these literacy terms, use your own language to describe the item.
Record your answers on SLIDE 39
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25
PARCC Samples
Sample 1
Sample 2
Sample 3
Sample 4
30
PARCC Samples
Sample 5
Sample 6
Sample 7
Sample 8
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PARCC Samples
GRADE 9: “FIELDS OF FINGERPRINTS: DNA TESTING FOR CROPS.”
Sample 9
GRADE 9: “FIELDS OF FINGERPRINTS: DNA TESTING FOR CROPS.”
Sample 10
Sample 11
Sample 12
1.
2.
3.
4.
5.
6.
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7.
8.
9.
10.
11.
12.
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REFLECTION
 Are you comfortable in
understanding and creating the types
of reading questions aligned to the
CCSS?
 How will you give your teachers
opportunities to perform this
important work in grade-level teams,
department meetings, and/or PLCs?
 Any other thoughts?
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Common Core Writing
Genres
Informative/Explanatory
Research Simulation
Prose-Constructed
Response
Narrative
Narrative
Persuasive/Argumentative
Literary Analysis
Research Simulation
Prose-Constructed
Response
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 CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or
texts using valid reasoning and relevant and sufficient evidence.
 PARCC Equivalent: Research Simulation Task, Literary Analysis, Prose-Constructed Response
 CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection, organization, and analysis
of content.
 PARCC Equivalent: Research Simulation Task, Prose-Constructed Response
 CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details and well-structured event sequences.
 PARCC Equivalent: Narrative
 CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts (including video and
other digital resources) to support analysis, reflection, and research.
 PARCC Equivalent: Research Simulation Task, Literary Analysis, Narrative, Prose-Constructed Response
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 Literary Analysis: A writing assignment that asks students to develop an opinion, insight, or
argument about two literary texts. This is the realm of the ELA teacher.
 Narrative: A writing assignment that asks students to continue a literary text while staying
consistent with the writer’s style. In addition, students might also be asked to develop stories
based upon real events (i.e. historical events, advancements in science, etc…) All content area
teachers should be involved in narrative writing.
 Research Simulation Task: A writing assignment that asks students to synthesize two or more texts
in order to advance an argument or an explanation. All content area teachers should be involved
in the Research Simulation Task.
 Prose-Constructed Response: A writing task that asks students to summarize a literary or
nonfiction text. Also, the Prose-Constructed Response may also ask students to advance an
argument. All content area teachers should be involved in the Prose-Constructed Response.
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Task: There are nine sample writing items from PARCC below. Read the items
carefully, and answer the following question:
What is the question asking the student to do? What do students need to know in
order to successfully answer the question?
Record your thoughts on Slide 60
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Example of Research Simulation Task, Grades 6–8
Example of Literary Analysis, Grades 6–8
Example of Literary Analysis, Grades 10-11
Example of Prose Constructed Response, Grade 11
Both John and Abigail Adams believed strongly in freedom and independence.
However, their letters suggest that each of them understood these terms differently
based on their experiences.
Write an essay that explains their contrasting views on the concepts of freedom and
independence. In your essay, make a claim about the idea of freedom and
independence and how John and Abigail Adams add to that understanding and/or
illustrate a misunderstanding of freedom and independence. Support your response
with textual evidence and inferences drawn from all three sources.
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Example of Research Simulation Task, Grade 3
ELIZA’S CHERRY TREES: JAPAN’S GIFT TO AMERICA
THE PEANUT MAN
You have read two texts about famous people in American history who solved a problem by
working to make a change.
Write an article for your school newspaper describing how Eliza and Carver faced challenges
to change something in America.
 In your article, be sure to describe in detail why some solutions they tried worked and
others did not work.
 Tell how the challenges each one faced were the same and how they were different.
Example of Literary Analysis, Grades 3–5
Example of Literary Analysis, Grade 4
KIRA-KIRA
Example of Prose-Constructed Response
Read the
“Biography of
Amelia
Earhart”
58
Example of Narrative Writing Task, Grade 6
Excerpt of
Julie of the
Wolves
Appendix C
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 Persuasive/Argumentative
 Informative/Explanatory
 Narrative
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ELA/Literacy
1)
Choose an appropriately leveled complex text. Remember, you are encouraged to pair texts
together, and starting at the middle school, you can and should introduce three texts. The
terms “text” also includes digital images, videos, and other forms of multimedia.
2)
Align the text(s) to one of the Common Core writings tasks: persuasive/argumentative,
informative/explanatory, or narrative. Use the grade-level Common Core standard in writing to
develop the writing task. The three genres of writing increase in difficulty as students progress
through school. For example, if you are creating an argumentative essay using an excerpt from
the 11th grade nonfiction book1776 by David McCullough, then be sure to use the 11th grade
ELA/Literacy argumentative standards.
3)
Create text-dependent questions for the texts you have chosen. Be sure to align the textdependent questions with the full range of reading tasks for that particular grade level. For
example, if you using a 4th to 5th text (such as “Discovering Mars: The Amazing Story of the Red
Planet”), then be sure to use the Reading Informational CCSS ELA standards for the 4th or 5th
grade to create your questions.
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 Vertical Alignment Writing
 Vertical Alignment Reading
Literature
 Vertical Alignment Reading
Informational Text
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Grade
Use of DRA
to
Benchmark
Reading
Progress
Literary Analysis
Narrative
Informative / Explanatory
Opinion
K
Yes
Giovanni, Nikki. “Covers.”
(Fiction; poetry)
Eastman, P. D. Are You My
Mother?
(Fiction; story)
Aliki. My Five Senses.
(Informational Text)
The Best Pet: Cats or Dogs?
1
Yes
Chute, Marchette. “Drinking
Fountain.”
(Fiction; poetry)
Minarik, Else Holmelund.
Little Bear.
(Fiction; story)
Hurd, Edith Thacher. Starfish.
(Informational Text)
Floca, Brian. Moonshot: The
Flight of Apollo 11
(Informational Text)
2
Yes
Jarrell, Randall. “A Bat Is
Born.”
(Fiction; poetry)
Averill, Esther. The Fire Cat
(Fiction; story)
Kudlinski, Kathleen V. Boy,
Were We Wrong About
Dinosaurs. (Informational
Text)
National Geographic:
Prehistoric World: Dinosaurs
101 (Informational Text,
Video)
Speaking & Listening
Language
Reading Component
Use CCSS Reading Literature Standards to create “textdependent” reading comprehension questions
Gibbons, Gail. Fire! Fire!
(Information text)
Fire! Fire! (video)
Reading Component
Use CCSS Reading Informational Text Standards to create
“text-dependent reading comprehension questions
Written Component
Use appropriate grade-level writing standards to create a writing assessment based upon identified texts and genre
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66
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Grade
Use of DRA to
Benchmark
Reading
Progress
Literary Analysis
Narrative
Information/Explanatory
Opinion
3
Yes
Soto, Gary. “Eating While
Reading.” (Fiction; poetry)
Osborne, Mary Pope. The OneEyed Giant (Book One of Tales
from the Odyssey)
(Fiction; story)
Beeler, Selby. Throw Your
Tooth on the Roof: Tooth
Traditions Around the World.
(Informational Text)
Why Cats Make Better Pets
than Dogs (Informational Text)
Williams, Carlos, Williams.
“This is Just to Say.”
(Fiction; poetry)
4
Yes
Thayer, Ernest Lawrence.
“Casey at the Bat.”
(Fiction; poetry)
At what age do children start
losing their baby teeth?
(Informational Text)
Curtis, Christopher Paul. Bud,
Not Buddy.
(Fiction; novel)
Rice, Grantland.
“Casey’s Revenge”
(Fiction; poetry)
5
Yes
Blake, William. “The Tiger.”
(Fiction; poetry)
Language
Berger, Melvin. Discovering
Mars: The Amazing Story of the
Red Planet. (Informational
Text)
Evidence Of Water on Mars
(Informational Text; video)
Carroll, Lewis. Alice’s
Adventures in Wonderland.
(Fiction; novel)
Blake, William. “The Lamb”
(Fiction; poetry)
Speaking & Listening
Why Dogs Make Good Pets
(Informational Text)
Reading Component
Use CCSS Reading Literature Standards to create “textdependent” reading comprehension questions
Lauber, Patricia. Hurricanes:
Earth’s Mightiest Storms.
(Informational Text)
NASA: How are Hurricanes
Created?
(Informational Text & video)
Are Sports Stars Heroes?
(Informational Text)
10 Sports Heroes That Are
Actually Heroes (Informational
Text; slideshow of images and
text)
“Antarctica Breaking”
(Informational Text)
Global Warming: Global
Warming 101 (Informational
Text; video)
Reading Component
Use CCSS Reading Informational Text Standards to create “textdependent reading comprehension questions
Written Component
Use appropriate grade-level writing standards to create a writing assessment based upon identified texts and genre
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Grade 8
Literary Analysis
Narrative
ELA
Whitman, Walt. “O Captain! My
Captain!”
Fiction: Cisneros, Sandra.
“Eleven.”
Whitman, Walt. “When Lilacs
Last in the Dooryard Bloom’d”
Argumentative
Informative / Explanatory
Chew on This
by Eric Schlosser and Charles
Wilson
Douglass, Frederick. Narrative
of the Life of Frederick
Douglass an American Slave,
Written by Himself.
Healthy Fast Food
Tips for Making Healthier Fast Food
Choices
Frederick Douglass Biography
Chick-fil-A Commits to Stop Sales of
Poultry Raised With Antibiotics
History
Science /
Technical
Subjects
X
X
Nonfiction: Freedman, Russell.
Freedom Walkers: The Story of
the Montgomery Bus Boycott.
United States. Preamble and
First Amendment to the United
States Constitution.
Churchill, Winston. “Blood,
Toil, Tears and Sweat”:
Address to Parliament on May
13th, 1940
Monk, Linda R. “Words We
Live By: Your Annotated Guide
to the Constitution.”
FDR’s “Day of Infamy” Speech
Exploring space: Why’s it so
important?
Greenberg, Jan, and Sandra
Jordan. Vincent Van Gogh:
Portrait of an Artist. New York:
Random House, 2001. (2001)
From Chapter 1: “A Brabant
Boy 1853–75”
Mackay, Donald. The Building of
Manhattan
Mars can wait. Oceans can't
Biography.com: Vincent Van
Gogh (video)
Written Assessments Paired with Complex Text (Standard 10)
69
Grade 11
Literary Analysis
ELA
Shakespeare Sonnet 19
Narrative
Argumentative
Informative / Explanatory
The Great Gatsby
Miller, Arthur. Death of a Salesman
Orwell, George. “Politics and the English
Language.”
Shakespeare Sonnet 29
Former President Bill Clinton says
American dream is under assault
History
N/A
Declaration of Sentiments by the Seneca
Falls Conference
Science / Technical
Subjects
McCullough, David. 1776 (excerpt)
The Man Who Would Not Be King
Douglass, Frederick. “What to the Slave
Is the Fourth of July?”
The Accomplishments of President
Abraham Lincoln
Frederick Douglas Biography.com
(video)
N/A
Tyson, Neil deGrasse. “Gravity in
Reverse:
The Tale of Albert Einstein’s ‘Greatest
Blunder.’
Kurzweil, Ray. “The Coming Merger of
Mind and Machine.”
Nine Jobs that Humans May Lose to
Robots
A Guide to Statistics on Historical Trends
in Income Inequality
Inequality in America: The Data Is
Sobering
Advancements in robotics provide
safety in battle and at home
Written Assessments Paired with Complex Text (Standard 10)
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 Data Analysis
 PLCs, Departmental, Grade-Level
Meetings
 Themes/Patterns
 Impact on Instruction
71
REFLECTION
 Are you comfortable in
understanding and creating the types
of writing assessments aligned to the
CCSS?
 How can we ensure that teachers
perform this important work in
grade-level teams, department
meetings, and/or PLCs?
 Any other thoughts?
72
 Mark G. Cacciatore, Ph.D.
 New Jersey Department of Education
 Office of Academic Standards
 Mark.cacciatore@doe.state.nj.us
 201.292.3206
73
 https://www.surveymonkey.com/s/AssessmentLiteracy4-10-14
74
Council of Chief State School Officers (CCSSO) (2006). Attributes of Effective Formative Assessment. Retrieved from
http://www.ccsso.org/Resources/Publications/Attributes_of_Effective_Formative_Assessment.html
CCSSO (2012). Distinguishing Formative Assessment from other Educational Assessment Labels. Retrieved from
http://www.ccsso.org/Documents/FASTLabels.pdf
Herman, J. L., Osmundson, E., & Dietel, R. (2010). Benchmark assessments for improved learning (AACC Policy Brief). Retrieved from
http://www.cse.ucla.edu/products/policy/R1_benchmark_polbrief_Herman.pdf
Wees, D. (2013). 54 different examples of formative assessment. Retrieved from
https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&delayms=3000#slide=id.
p
Wisconsin Department of Public Instruction (2009). Balanced Assessment System. Retrieved from http://oea.dpi.wi.gov/files/oea/pdf/bas.pdf
Wisconsin Department of Public (2010). Balanced Assessment System by Type. Retrieved from http://dpi.wi.gov/files/oea/pdf/balsystem.pdf
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 Common Core ELA/Literacy Appendices B & C: http://www.corestandards.org/ela-literacy
 Engage: New York State Education Department: http://www.engageny.org/english-language-arts
 Student Achievement Partners (Achievethecore): Common Core Argument/Opinion Writing:
http://www.achievethecore.org/page/503/common-core-argument-opinion-writing
 Student Achievement Partners (Achievethecore): Common Core Informative/Explanatory Writing:
http://www.achievethecore.org/page/504/common-core-informative-explanatory-writing
 Student Achievement Partners (Achievethecore): Common Core Narrative Writing:
http://www.achievethecore.org/page/505/common-core-narrative-writing
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