About the Benchmark Map for
Language Arts
The benchmark map is intended for use with the Hawaii Content and Performance Standards III (HCPS III). The HCPS III establishes four taxonomic levels at which students need to demonstrate proficiency. The taxonomic level is reflected in the benchmarks.
o Level IV: Knowledge utilization (reflected in verbs like classify with justification, investigate, use to determine)
The HCPS III is organized into the following components:
|
The
“big ideas” that define a content area. |
Content
Standard |
A
broad statement of what a student needs to know or be able to do at the end
of K-12 schooling. |
Topic |
A
category under which related benchmarks are grouped. |
Grade-level
benchmark |
A
specific statement of what a student should know or be able to do at a
specific grade level or grade level cluster. |
Sample
Performance Assessment |
A
generalized description of how a student can demonstrate significant aspects
of the benchmark. |
Rubric |
A
tool to assess the quality of a student’s achievement of the benchmarks at
the specified taxonomic level. |
What is a benchmark
map?
A benchmark map suggests a cluster of benchmarks and a possible quarter for assessing that cluster of benchmarks. The benchmark maps in the Language Arts consist of two parts:
Big Idea(s)/Major Understanding(s): These are the big generalizations for the topic or content of the language arts. Further elaboration of the big idea(s) or major understanding(s) can be found in the curriculum frameworks. In the Language Arts, these statements also imply the General Learner Outcome(s). Schools with “I Can” statements will find correspondences between the “I Can” statements and these generalizations.
The benchmark clusters: The clusters are suggested groupings of the benchmarks. They are distributed among the quarters of the year to suggest points for assessing student progress on the benchmarks. The clusters were suggested by department heads and grade level chairpersons who gathered at a series of six meetings between October 25, 2005 and December 1, 2005.
How can the benchmark
map be used?
The benchmark map can be used to plan and guide decisions about curriculum. The level of knowledge reflected in the benchmark guides decisions about the amount of time and practice needed for students to demonstrate proficiency on the benchmark. The benchmark maps should not be used to make decisions about individual students; decisions about individual students should be made by a team using multiple indicators of student strengths and weaknesses.
How are the
benchmarks in Language Arts organized?
Figure 1 (next page) provides an overview of the K-12 benchmarks in the seven standards of the HCPS III Language Arts standards. These seven standards are:
2. Comprehension
3. Literary Response and Analysis
Writing: 4. Conventions and Skills
5. Rhetoric
Oral Communication: 6. Conventions and Skills
7. Rhetoric
Each benchmark is identified with a 3-letter or number code.
For example, K.1.1 indicates the first benchmark in Strand 1 (
Where can I get more
information?
Schools can contact the Language Arts Specialist at 733-9141 ext 222. Schools can also email Petra Schatz, Language Arts Specialist via Lotus Notes.
References
Guskey, T.R. & Bailey, J.M. (2001). Developing grading and reporting systems for
student learning.
Kendall, J.S. & Marzano, R.J. (2004). Content knowledge; A compendium of standards and benchmarks for K-12 education, 4th Ed. Aurora, CO: Mid-continent Resources for Education and Learning. Available at www.mcrel.org/compendium/kSkillsIntro.asp.
Snow, C.E., Burns, M.S., &
State of
State of