In support of our mission to improve student learning and achievement for all students, we address the current circumstances facing our schools in responding to the growing public rejection of racial inequity in American society and call for societal changes that ensure equity of opportunity and safety for Black students and other people of color.
Interim or interim benchmark assessments have grown in prevalence as the stakes associated with accountability for public schools have increased. Rather than waiting for annual state test data to be returned to schools the use of “interim” assessments was adopted for widespread use. Interim assessments or (IBA’s) vary in purpose and use and therefore the characteristics or features incorporated in the design of these measures matters.
While school requirements to report adequate yearly progress served as the initial driver for
districts looking for information to inform changes to curriculum; recent requirements in educator evaluation requirements, have fueled more use of IBA’s in order to populate educator evaluation plans with student growth information.
A dozen different purposes have been identified for interim assessments (all legitimate) but more importantly few assessments can serve more than one or two purposes well. The quick links provided engage the website user in definitions, quick primers, importance of identified purpose, characteristics of measures to meet identified purposes.
Marianne Perie emphasizes the importance of assessment design when using interim assessments.
Learn about some key characteristics you should know when selecting interim assessments. Also see "Learning Resource: Purposes for and Essential Characteristics of Interim Assessment".
This paper describes several ways that interim benchmark assessments can be categorized.
This Learning Resource is a companion chart to the Learning Point, "Interim Assessment: What are some key characteristics?"
In this ALN Learning Moment video, Marianne Perie answers the question, "What components would be necessary for an interim assessment to provide information to address a specific purpose?"- 12.15.17.
This article lays out a conceptual framework for interim assessments, distinguishing them from so-called "formative assessments."
Diagnostic tests are defined, and their use described, in this Learning Point.
Interim benchmark assessments are described in this Learning Point.