The Uses of Benchmark Tests to Improve Student Learning Hardin Daniel and Betsy Wheeler ThinkLink Learning/Discovery Education © 2006 Hardin Daniel and Betsy WheelerThe Uses of Benchmark Tests to Improve Student Learning Michael K. Smith and Jacqueline Shrago ThinkLink Learning/Discovery Education The use of formative assessment to improve student learning has gained support in recent years from meta-analyses of research studies showing its effectiveness (Black & Wiliam, 1998; Black, Harrison, Lee, Marshall, & Wiliam, 2003) and theoretical discussions articulating its principles (Sadler, 1989). Conversely, there are ongoing disputes about the definition or definitions of formative assessments. Recently, the Council of Chief State School Officers formed a special interest group to sort out these various constructs. Benchmark tests can be considered an aspect of formative assessments. Shrago and Smith (2006; see also Smith, 2006) presented evidence that online benchmark tests dramatically improved student learning. Herman and Baker (2005) outlined six criteria for “Making Benchmark Testing Work.” These six criteria should apply to both commercial and school produced benchmark tests according to Herman and Baker. ThinkLink Learning/Discovery Education has pioneered the use of high quality benchmark testing to help schools improve student learning as defined state content standards and as measured by state ...