FAQ: Why might benchmarks decrease across waves in CPM & KPM?

Teachers may notice that some Middle-of-Year (MOY) and End-of-Year (EOY) benchmark values are lower than Beginning-of-Year (BOY) benchmark values. While this may make it seem like students need fewer correct answers at EOY to be considered on track, this is an expected result of the updated assessment design and does not mean lower expectations for student learning.

Students now receive different assessment forms at each wave instead of taking the same items multiple times throughout the year. A small set of common "anchor" items links the assessments across BOY, MOY, and EOY, allowing student performance to be compared fairly over time. Using different items has several benefits. It reduces the likelihood that students remember questions from previous administrations, shortens testing by avoiding unnecessary repeated items, and allows each assessment to better measure the skills that are most appropriate for that point in the school year.

Because each wave uses a different set of questions, the number of correct answers (score) should not be compared directly across waves. Some waves include questions that are more challenging than others, so the number of correct answers needed to meet a benchmark may be higher or lower.

Benchmark values are set separately for each assessment window to account for these differences while maintaining a consistent standard for determining whether students are on track. When interpreting results, focus on students' benchmark status and growth across the year rather than comparing raw scores across BOY, MOY, and EOY.