Fostering Instructor Buy In to Local Benchmark Testing and Utilization of Benchmark Data to Drive Instruction

As academic diversity and individual student needs in the classroom continue to increase, instructors must value or utilize local benchmark testing results to drive, alter, and facilitate successful instruction, student learning, and student growth in real time with immediate and constructive results. The purpose of this study was to explore building instructor buy-in to local benchmark testing, define the preexisting resistance to using benchmark testing to cultivate data driven instruction, and develop recommendations for programmatic changes to current practices. A qualitative method approach, with a small quantitative data component, using surveys and interviews and including classroom instructors and educational leaders, was used for this action research study. Analysis of data collected indicated buy-in to district initiatives requires the involvement of district stakeholders. Creating a 'want to' culture must be facilitated through establishing instructor ownership and trust through encouraging instructor contribution, creating teacher leadership, and nourishing educator responsibility. High-quality and on-going professional development is needed to develop value and understand the process and purpose of each initiative. Eliminating root causes or resistances to the use of benchmark testing must occur by increasing the value of the exam through professional development and time allotted to growing the instructors' knowledge of the testing and data analysis processes along with developing an understanding of aligning test results to curriculum standards and classroom lessons. Finally, student value of benchmark testing must be established through creating time for teacher-student conferencing with an emphasis of facilitating student-generated goals for individual growth, improvement, and success.