







































Education, Language and Sociology Research 
ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 2, No. 1, 2021 
www.scholink.org/ojs/index.php/elsr 

Original Paper 

How Benchmark Is Used in Third Grade Reading Instruction 
Dana Bartlett1, Michael Vinella1, & Sunddip Panesar-Aguilar2*  

1 Riley College of Education, Walden University, Minneapolis, USA 
2 College of Health Sciences, University of St. Augustine, USA 
* Sunddip Panesar-Aguilar, College of Health Sciences, University of St. Augustine, USA 

 

Received: December 31, 2020   Accepted: January 16, 2021   Online Published: January 26, 2021 

doi:10.22158/elsr.v2n1p85      URL: http://dx.doi.org/10.22158/elsr.v2n1p85 

 

Abstract 

Third grade reading teachers at the local setting are not consistently using formative benchmark data to 

improve student reading performance, creating a gap in practice. This gap in practice may be due to 

teachers’ lack of capacity to use the data to make changes to their instructional practices. The purpose of 

this qualitative study was to explore how third grade reading teachers are using data from reading 

benchmark assessments to improve student reading performance. This research study was guided by two 

Research Questions (RQs). RQ 1 addressed how third grade teachers are using reading benchmark 

assessment data to improve student reading performance. RQ 2 addressed specific instructional 

strategies that third grade teachers are using from reading benchmark assessment data to effectively 

improve student reading performance. Data-driven decision making (DDDM) was the conceptual 

framework that was the foundation for this study. This basic qualitative design for this research study 

included 13 participants. Data were collected through open-ended semistructured interviews, and 

qualitative analyses were conducted through open coding and thematic analysis. According to the 

findings of this study, immediately analyzing data, collaboration, and data driven instruction were the 

themes that emerged guided by RQ 1. Emerging themes for RQ 2 included test taking strategies, 

modeling, and guided reading. Leadership in this district may use these findings to make decisions about 

the effectiveness of teachers’ use of these benchmark assessments or the data gathered from the 

assessments to impact student reading proficiencies. This research may provide specific instructional 

strategies used through the DDDM process that increases student reading proficiency. The findings 

could possibly yield results that have positive social change implications for reading achievement. 

Keywords 

reading instruction, benchmark assessments, assessments, instructional strategies, third grade reading, 

reading proficiency  

 

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1. Introduction 

Increased accountability has led to a focus on student achievement and data use (van Gasse et al., 2017). 

In 2015, the Every Student Succeeds Act became effective, mandating that instructional decisions be 

data driven (Mandinach & Gummer, 2016). This legislation dictated an increased emphasis in data 

collection beyond summative assessment and the use of these formative data to positively impact 

student proficiency (Mandinach & Gummer, 2016; Marsh & Farrell, 2015). While this has led to vast 

amounts of available data, many educators lack the capacity to effectively use data to make 

instructional changes (Little et al., 2019; Reeves & Chiang, 2018). In a large high poverty district in the 

Southeastern United States, instructional leadership began requiring third grade reading teachers to 

administer district-created reading benchmark assessments in an effort to increase student proficiency. 

The problem is that teachers are not consistently using these formative data to improve student reading 

performance, creating a gap in practice. This gap in practice may be due to the teachers’ lack of 

capacity to use the data to make changes to their instructional practices. Researchers have indicated that 

there is a significant correlation between student achievement and teacher capacity to use data 

effectively (Ebbeler et al., 2016). Based on the 2019 State Report Card data, approximately 50% of 

third grade students in this district were not proficient readers. According to a content interventionist at 

the study site, district reading benchmark data also indicated that 57% of third graders did not meet 

state standard expectations for third grade proficiency. Based on the district’s fall 2019 Reading 

Inventory data, 55% of third graders did not meet the beginning of third grade reading proficiency 

Lexile score. Currently, this southeastern state is in the bottom 25% in national literacy rankings. Based 

on national data, students in this state scored several points below the overall national average of 219 

on the Reading portion of the National Assessment of Educational (NAEP State Profiles, 2019).  

According to a content interventionist at the study site, in an effort to increase third grade student 

reading proficiency scores, the district’s instructional support team created reading benchmark 

assessments to be administered at three intervals throughout the school year. The instructional support 

team at the study site shared that the goal of this formative data collection is to support teachers in 

communicating expectations for learning and lesson planning, assessing student learning, and 

predicting student future achievement. State report card data from 2016, 2017, 2018, and 2019 may 

have indicated inconistentent use of data to improve third grade students’reading performance with 

59%, 57%, 57%, and 50% respectively being nonproficient. Prior to this study, there had been no 

investigation into third grade reading teachers’ use of these formative data to improve student reading 

performance. 

The following research questions (RQs) guided this basic qualitative study:  

RQ 1. How are third grade teachers using formative reading assessment data to improve student 

reading performance?  

RQ 2. What specific instructional strategies are third grade teachers using as a result of formative 

reading assessment data to improve student reading performance?  
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2. Method 

2.1 Purpose 

The purpose of this basic qualitative study was to explore how third grade reading teachers are using 

data from district reading benchmark assessments to effectively improve student reading performance. 

Open-ended semistructured interviews were used as the data collection method for this study. 

Qualitative data were used to explore how third grade teachers are using reading benchmark assessment 

data and specific strategies based on these data for increasing third grade students’ reading proficiency. 

The study site for this research was a large school district in the Southeastern United States.  

2.1.1 Sampling 

Purposeful sampling was used for this study. Purposeful sampling was an appropriate strategy for this 

study as the participants had extensive knowledge of the district reading benchmark assessments, their 

data use, and instructional strategies used in response to these data. Purposeful sampling was used to 

support open-ended semistructured interviews. There were approximately 80 third grade reading 

teachers in this district during the 2018-2019 school year. Of these approximate 80 teachers, 20 of these 

teachers who met the specific criteria were asked to participate in this study. 

The 20 teachers whose class average increased the most on the benchmark assessments from the 

October 2018 to March 2019 were invited to participate in this study. Of the 20 teachers invited to 

participate in this study, 13 agreed to take part in this research project. These participants were able to 

offer some insight into effective benchmark data use as their class averages showed significant 

increases. The average reading benchmark score of each third grade teacher’s class from October of 

2018 and March of 2019 was collected. This provided data from approximately the top 25% of teachers 

whose class averages increased the most from the fall of 2018 to the spring of 2019 on the reading 

benchmark assessment. These teachers participated in both the open-ended semistructured interviews 

and submission of their three data reflection tools that noted student’s weaknesses, strengths, and 

teacher’s next steps for the 2018-2019 school year. This was a sufficient number of participants for this 

type of research study. According to Creswell and Creswell (2018), having fewer participants in 

qualitative research can promote more in-depth data. Interviewing this small sampling allowed 

extensive open-ended semistructured interviews to be conducted of the teachers whose students had the 

most growth on the benchmark assessments. By using purposeful sampling, a small number of 

participants, and these specific criteria, access was gained to the teachers whose third grade class 

averages were in the top 25% for growth in student reading achievement based on these benchmark 

assessments.  

2.1.2 Data Collection 

The data were collected through open-ended semistructured interviews. Teachers’ data reflection tools 

were also available as these completed reflection documents were used by interviewees as part of the 

interview process. These data reflection tools noted student’s weaknesses, strengths, and teacher’s next 

steps for the 2018- 2019 school year. Open-ended semistructured interviews were conducted of the top 
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25% of third grade reading teachers’ whose student classroom averages increased the most for the 

2018-2019 school year on the district reading benchmark assessments.  

Additionally, each of the participants whose students made the most gains from October 2018 to March 

2019 on the district reading benchmark assessments used their data reflection tools from October, 

January, and March of the 2018-2019 school year. Interview data were collected through interview 

protocol and audio recordings.  

 

3. Results 

The findings provided an understanding of participants’ perceptions of supporting ELLs and strategies 

to implement individual and cultural instruction. According to the findings in this study, as teachers 

received guidance on how to employ varied instructional practices, their level of self-efficacy improved 

in the learning environment. Provisions from school leaders for successful implementation of 

individual and culturally relevant instructional strategies will lead to creating strategies that will 

support the academic needs of ELLs. A presentation of how the themes align with the RQs is 

presented. 

3.1 Findings for Research Question 1  

Research Question 1 pertained to the following question: How are third grade teachers using formative 

reading assessment data to improve student reading performance? Three themes emerged during this 

research (see Figure 1).  

 

  

Figure 1. Themes for Data Use 

 

 

 

Data 
Use  

Collaboration 

Data Driven 
Instruction  

Immediately 
Analyzes Data  

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Theme 1: Analyzing Data Immediately  

During the data analysis of the open-ended semistructured interviews, analyzing data immediately was a 

theme that emerged. Twelve of the participants mentioned that they are eager to get the data from the 

reading benchmark assessments. While the student’s score does not come up on the student’s computer 

screen, it is immediately available through the teacher’s benchmark assessment platform. The 

participants also shared that they are specifically looking for trends, standards assessed, strengths, and 

weaknesses. The theme of immediate data analysis emerged from the research. The participants shared 

that they begin to analyze data right away. During teacher analyzation of the data, they are noting 

strengths and weaknesses. They are seeking trends and noting specific student performance. The 

participants shared that they find the data reflection tool helpful in the data analysis process, as it guides 

their analysis and ensures that they are reflective users of data.  

Theme 2: Collaboration  

A theme of collaboration emerged during the interviews. When asked about what they find helpful in the 

data use process, 10 out the 13 participants specifically mentioned collaboration with other educators. 

The theme of collaboration emerged from the research. The participants shared that through collaborative 

efforts they were better able to understand and use their data. They further explained that through 

collaborating with their peers and content interventionist they were able to reflect on the data and their 

own instructional practices.  

Theme 3: Data Driven Instruction  

A third theme that materialized from the participant interviews was Data Driven Instruction (DDI). The 

participants use these data to plan their next steps. Through this data analysis process, these teachers 

are analyzing their student’s strengths and weakness, and being reflective of their own teaching 

practices. The theme of DDI developed during this research study. The participants all explained they use 

the data to drive their reading instruction. While the specifics of how they implement the instruction 

varies, the teachers use the data to determine where reteaching and acceleration are needed and for what 

specific students. Most participants shared that they do this primary through small group instruction 

while others did mention station work and whole group instruction.  

3.1.1 Findings for Research Question 2  

Research Question 2 pertained to the following question: What specific instructional strategies are 

third grade teachers using as a result of formative reading assessment data to improve student reading 

performance? 

During data analysis, the following three themes emerged: test taking strategies, modeling, and guided 

reading (see Figure 2).  

 

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Figure 2. Themes for Effective Instructional Strategies 

 

Theme 1: Test Taking Strategies  

Test taking strategies was a theme that materialized from the research. Most participants throughout the 

course of the interview conveyed their belief that teaching students test taking strategies is an effective 

way to improve student reading performance. The theme of teaching students test taking strategies 

emerged during the research. The participants explained that teaching students how to test is an 

instructional strategy that they use to increase student performance on the reading benchmark 

assessments. One specific strategy included teaching students how to take tests online as this is a skill 

that third graders often have little exposure for taking assessments online. Another strategy included 

modeling thinking for teaching students the process of elimination.  

Theme 2: Modeling  

A second theme that appeared from the research was modeling. The participants often talked about 

building classroom assessments modeled after the benchmark assessments and discussed modeling 

their thinking. The district’s content interventionists provide question stems that teachers can expect to 

see on benchmark assessments as a way of supporting teachers with the verbiage of the test and as a 

resource for teachers in questioning for discussion and for creating classroom assessments.  

The participants shared that modeling is an effective instructional strategy for improving students’ 

reading proficiency. They explained that modeling thinking of both skills and testing strategies are 

important. Some participants communicated that they model their classroom assessments after the 

reading benchmark assessments as an instructional strategy for improving student reading performance 

on the benchmark standards.  

Theme 3: Guided Reading  

Getting the students on grade level through guided reading is a third theme that emerged from the 

research. A theme of guided reading emerged from the research. The participants shared that in order to 

increase student reading performance, students need to be able to access grade level texts. They further 

Effective 
Instructional  

Strategies  

Test 
Taking 

Strategies  

Modeling  Guided 
Reading 

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elaborated that oftentimes it is not that students have not mastered the standard or that they cannot 

perform the skill, it is that they cannot read the text (see Table 1).   

 

Table 1. Themes and Descriptions  

Theme Description 

Analyzes data immediately  Begins the data analysis process within 24 

hours of reading benchmark 

Collaboration  Cooperates with peers, literacy coach, and/or 

content interventionist about data 

Data driven instruction  Uses data to plan for future instruction  

Test taking strategies  Teaches students strategies for taking 

assessments 

Modeling  Demonstrates thinking aloud 

Guided reading Uses a variety of strategies to make sure 

students have foundational reading skills 

 

4. Discussion 

4.1 Research Discussion  

The purpose of this qualitative study was to explore how third grade reading teachers are using data 

from reading benchmark assessments to effectively improve student reading performance. The problem 

addressed in this study was teachers’ inconsistent use of reading benchmark data to improve student 

reading performance. This lack of consistency created a gap in practice at the local level. This research 

study was guided by two RQs. The first RQ addressed how third grade teachers are using reading 

benchmark assessment data to improve student reading performance. The second RQ addressed 

specific instructional strategies that third grade teachers are using from reading benchmark assessment 

data to improve student reading performance. This basic qualitative design for this research study 

included 13 participants. Data were collected through open-ended semistructured interviews. 

Qualitative analyses were conducted through open coding and thematic analysis. Through the research, 

effective formative data use practices emerged.  

4.1.1 Limitations 

A limitation of this research design is time. The research developed was for the school district requires 

that participants dedicate three consecutive Saturdays to their Professional Development (PD). 

Therefore, timing may be a limitation of this research. Another consideration of a research limitation is 

resistance of the participants to engage in data use PD. As found in the research, teachers’ capacity and 

beliefs about data use can impede their willingness to participate in data use practices (Datnow & 

Hubbard, 2015a; Reeves & Chiang, 2018). 

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4.1.2 Implications for Future Research 

The problem involved teachers’ inconsistent use of formative data from reading benchmark 

assessments. This gap in practice could have been addressed in other ways. One alternative approach 

could have been to address this problem through data culture. Instead of interviewing the third grade 

reading teachers whose class averages increased the most on reading benchmark assessments from fall 

of 2018 to the spring of 2019, schools who made the most gains could have been examined. This could 

have led to an exploration of data cultures in the more effective schools as a possible way to address 

this gap in practice at the local level. An additional approach could have been to interview the literacy 

coaches in each of the schools that had the most increases to better understand their role in supporting 

third grade reading teachers as they collaborate based on reading benchmark data. Another approach to 

analyzing this problem could be to explore the perceptions of the content interventionists in this district 

who serve as facilitators for data debriefings at each elementary school.  

4.1.3 Conclusion 

When teachers improve their instructional practices based on data there is the potential for positive 

change. This research study has the potential to impact teachers’ data use practices which could 

increase students’ reading proficiency. Social change may take place if teachers apply strategies in this 

PD in their data use to personalize student needs. This research study may be beneficial at the local 

level, as deeper understanding of DDDM could allow teachers to more effectively target students’ 

specific needs. Social change may take place if teachers apply strategies from this PD in their data use 

to personalize student needs. If teachers apply the strategies that they learned in this PD, this could 

impact the school and district’s data culture in a positive way. Further, this study has the potential to 

have a positive effect beyond that of the local level as it provides insight into effective instructional 

strategies as a result of the DDDM process that could be transferred to other grade levels and content 

areas.  

Due to high accountability systems, there has been a focus on data use to increase student achievement 

(Marsh & Farrell, 2015). What it means to use data effectively has become a focus for school leaders. 

This has led to an emphasis on data collection. However, simply providing teachers with data does not 

mean that they will know how to analyze the data to modify their instructional practices. Many teachers 

lack the ability to use their data to improve both teaching and learning (Datnow & Hubbard, 2015a; 

Ebbeler et al., 2016; van Geel et al., 2017). Teachers need opportunities to grow in their efficacy of data 

use in order to provide students with needed personalized instruction. DDDM is a process that provides 

teachers with tools that can help teachers meet the ever changing needs of students and prepare them to 

be successful as 21st century learners.  

 

 

 

 
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	Original Paper
	How Benchmark Is Used in Third Grade Reading Instruction
	Dana Bartlett1, Michael Vinella1, & Sunddip Panesar-Aguilar2*
	1 Riley College of Education, Walden University, Minneapolis, USA
	Abstract
	Third grade reading teachers at the local setting are not consistently using formative benchmark data to improve student reading performance, creating a gap in practice. This gap in practice may be due to teachers’ lack of capacity to use the data to ...
	Keywords
	Theme 1: Analyzing Data Immediately
	Theme 2: Collaboration
	Theme 3: Data Driven Instruction
	Theme 1: Test Taking Strategies


