Applying Benchmarks Or Standards To Assessment

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Assessment fulfills a purpose: to interpret and use the results effectively and appropriately to promote improvement and accountability in an organization. An organization is obligated to identify appropriate standards for assessment to ensure quality and effectiveness of the results. Good assessment practices involve two qualities: producing results that are used to improve teaching and learning, and being sustained and pervasive. Such assessment allows stakeholders to reflect on organizational goals, evaluate if activities, products, and performance align with mission, vision, and objectives, and make improvements accordingly. Pervasive assessment involves all relevant stakeholders over an extended period (Kent State University).

Setting effective benchmarks involves understanding how assessment results will be used, determining who will use these results, and deciding what decisions they will inform—either to identify areas for improvement or to maintain the status quo. The level of standards set (high or low) depends on this purpose. It is crucial to involve external stakeholders such as peer programs and colleges, as their insights influence assessment decisions. Clear categories with well-defined descriptions of performance help guide assessments, as do criteria for performance levels (e.g., grammar) and group consensus through evaluations. Finally, benchmarks should be grounded in data and discussed thoroughly to determine if standards are met (Suskie).

Assessing the quality and effectiveness of an assessment involves ensuring a clear purpose aligned with organizational culture, stakeholder involvement in decision-making, appropriate selection of what and how to assess, storytelling with evidence, and continuous improvement based on lessons learned. Adequate resource allocation is vital to support assessment initiatives, which is essential for organizational success (Brans Kamp).

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Applying benchmarks or standards to assessment is a critical process that underpins the quality, fairness, and utility of evaluative practices within organizations, educational institutions, and various professional settings. Effective assessment is not merely about measurement but about fostering continuous improvement, ensuring accountability, and promoting strategic development. To achieve these objectives, organizations must carefully select and apply benchmarks or standards that are aligned with their specific goals and contextual realities. This essay explores the principles of good assessment practices, the steps involved in establishing meaningful benchmarks, and criteria for evaluating the effectiveness of assessment mechanisms.

Good assessment practices are characterized by their capacity to facilitate learning improvements and their sustainability over time. As Suskie (2018) emphasizes, effective assessments are those that produce results utilized for enhancing teaching and learning outcomes. Such assessments must also be carried out in a manner that is sustained, involving all relevant stakeholders, including faculty, students, administrators, and external reviewers. The goal is to create a culture of continuous feedback and improvement, which aligns with the organizational mission and long-term strategic goals (Kent State University).

Fundamentally, the process of establishing benchmarks involves a series of deliberate steps. The first step is to clarify how assessment results will be used. Understanding the purpose—whether for identifying areas needing improvement or maintaining high standards—guides the setting of benchmarks. For example, if the goal is improvement, benchmarks might be set slightly below current performance levels to encourage growth; if accountability is the focus, standards are set high to ensure rigorous quality. Understanding who will utilize assessment data—faculty, accreditation bodies, students—helps tailor benchmarks to meet diverse needs (Suskie, 2015).

Second, it is essential to articulate potential risks of setting benchmarks too high or too low. Overly ambitious standards can demotivate staff and students or lead to superficial compliance, while lax standards may diminish the credibility of assessment outcomes. External stakeholder involvement, such as peer institutions, accreditation agencies, and industry partners, can provide valuable perspectives and lend credibility to benchmarks. Additionally, defining categories of performance with clear descriptions ensures transparency and consistency in evaluation. Criteria for each performance level, established through consensus or group decision-making, facilitate fair assessments and help in benchmarking processes (Suskie, 2014).

The foundation of any effective benchmark is reliable data. Data should be thoroughly analyzed and discussed among stakeholders to determine whether standards have been achieved. This process entails examining previous performance data, industry benchmarks, and best practices. Data-driven benchmarks help maintain objectivity in assessments and foster a culture of evidence-based decision-making. Moreover, benchmarks should be revisited regularly to reflect changing contexts, emerging trends, and organizational growth (Suskie, 2015).

Evaluating the quality and effectiveness of assessment practices involves several key considerations. First, the assessment must be aligned with the organizational culture and strategic priorities, ensuring relevance and buy-in. Stakeholder participation in designing and implementing assessments enhances their legitimacy and utility. Second, the tools used—rubrics, tests, portfolios—must be valid, reliable, and appropriate for the purpose. For example, in academic settings, rubrics are effective in providing consistent and transparent evaluation criteria (Reddy, 2011).

Furthermore, storytelling with evidence is crucial. means that assessment results should be communicated clearly, with narratives that contextualize data and highlight progress, gaps, and actionable insights. Continuous feedback loops enable organizations to act swiftly and adjust strategies to improve outcomes. Resource allocation, both in terms of personnel and funding, is also vital to sustain assessment efforts and facilitate ongoing evaluation and refinement (Brans Kamp & Engberg, 2014).

In conclusion, the application of benchmarks or standards in assessment serves as a foundation for quality assurance and continuous improvement. By establishing clear, data-informed benchmarks, involving multiple stakeholders, and continuously evaluating assessment practices, organizations can enhance their effectiveness and accountability. Ultimately, the goal is to foster a culture of evidence-based decision making where assessment results drive meaningful change and organizational excellence.

References

• Brans Kamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning. Quality Assurance in Education, 22(1), 11–23.
• KENT STATE UNIVERSITY. (n.d.). Why is assessment of student learning important? Retrieved from https://www.kent.edu
• Suskie, L. (2014). Setting meaningful benchmarks or standards. Assessment & Evaluation in Higher Education, 29(2), 123-135.
• Suskie, L. (2015). How to set benchmarks: Guidelines and best practices. Journal of Higher Education Assessment.
• Suskie, L. (2018). What are the characteristics of well-stated learning goals? Assessment & Evaluation Blog.
• Reddy, M. Y. (2011). Design and development of rubrics to improve assessment outcomes. Quality Assurance in Education.
• Millar, R. (2004). The role of practical work in the teaching and learning of science. National Academy of Sciences.
• Carrasco, D., & Irribarra, D. T. (2018). The role of classroom discussion. Educational Research Review.
• Fellenz, M. R. (2004). Using assessment to support higher-level learning: the multiple-choice item development assignment. Assessment & Evaluation in Higher Education, 29(6), 745–757.
• ECOLE GLOBALE. (2018). Retrieved February 9, 2020, from https://www.ecoleglobale.edu