FINAL PROJECT: BENCHMARK ASSESSMENT 1
Final Project: Benchmark Assessment
Olivia Jeffery
Liberty University
EDUC 672: Curriculum Development (Elementary/ Secondary)
Dr. Tucker
October 5, 2025
Final Project: Benchmark Assessment
This benchmark assessment is made for kindergarteners to gauge how well they know
math based on what they learned each semester. Like the math standards, the test covers
what's taught in class, such as counting, basic math, shapes, measuring things, and
understanding numbers. These skills are the start for learning math, and kids are taught how to
build a base for future learning. The teaching plan goes step by step, starting with basic
counting and getting used to numbers in the first semester. Then moving to more advanced
topics such as teen numbers, comparing measurements, and reading basic charts in the second
FINAL PROJECT: BENCHMARK ASSESSMENT 2
semester. The assessment checks their growth through different types of questions, like
watching their skills, using objects for hands-on activities, and asking them to explain their
answers. The 25-question test has some questions with many parts to them. It checks how well
they know the material and gets them to think harder, like comparing things and using what
they know—skills beyond just memorizing, as noted in Bloom's Taxonomy.
The assessment will take place at the semester's end. It will be given under informal
conditions, conditions comfortable for children. One-on-one or small-group assessment will be
used to suit the young children's attention span. The estimated time is between 45 to 60
minutes. It will be given in short intervals with breaks in between to prevent fatigue. The
classroom teacher will administer the test with the assistance of a paraprofessional, if
necessary. They will use age-level materials like counters, shape blocks, measuring tools, and
pictorial support like charts or pictures. It is an active process in nature, which makes it
engaging for students. This also ties into the concrete-to-abstract instructional practices
emphasized within the pacing guide throughout.
Special needs are met in this test. For students with more than one need or individual
education plans (IEPs), the following will be provided: extra time, oral instructions, simpler
vocabulary, or different answers. An instance is pointing in lieu of talking. That is equity and
access and allows all learners to demonstrate what they know without barriers. It is structurally
parallel to state department of education tests and samples a range of multiple-choice
analogues (identification tasks, for example), performance tasks, and brief constructed
responses to parallel actual application.
By linking each section and question specifically to one of the individual CCSS standards
listed in the pacing guide, this benchmark makes curriculum alignment very explicit. Sequence
FINAL PROJECT: BENCHMARK ASSESSMENT 3
counting questions, for instance, point back to daily instruction in Weeks 1-3 and 10, and
measurement activities point back to Weeks 11-12. This careful planning not only assesses
students' learning but also guides instructional adjustments, such as reteaching trouble areas
indicated by the pacing guide review days. Besides, the assessment promotes higher-order
thinking because students must justify their responses, contrast concepts, and apply concepts in
novel situations. For example, rather than simply classifying a shape, students can contrast 2D
and 3D shapes or give rationale for comparison measurements. Through this design, early
critical thinking is promoted as students get ready for advanced mathematical reasoning later
on.
In creating this evaluation, developmental appropriateness was most important:
questions are posed in simple language, contain play-based activity, and avoid complexity to
reflect kindergarten thinking level. Pre- and post-treatment testing from the pacing guide
informed content, with full coverage of all presented content while not introducing new
content. This benchmark is a summative test to recognize student accomplishments, identify
ongoing needs, and validate the pacing guide's effectiveness in progressing emergent math
concepts.
Keywords: counting sequences, addition and subtraction, geometric shapes, measurable
attributes, data classification, base-ten understanding, higher-level thinking, standards
alignment.
K.CC.A.1-3 Assessment: Counting Sequences and Number Recognition (Checklist Format)
This test evaluates students' counting forward and backward, recognizing numbers, and
writing numbers. It corresponds directly to pacing guide lessons in Weeks 1–3 (first quarter) and
Week 10 (second quarter).
FINAL PROJECT: BENCHMARK ASSESSMENT 4
Instructions: Test the learner in a quiet room. Set out number cards (0-20) and a writing space.
Start by having the learner count aloud and check for fluency and accuracy. Make use of
manipulatives like beads when needed to aid in counting. Cross through answers on the
checklist and mark patterns of error. An example of these errors is omission of numbers. The
format is comparable to state tests with observational rubrics for early skills.
Student
Name
Counts
forward to
20 by 1s
(K.CC.A.1)
Counts to
100 by 1s
(K.CC.A.1)
Counts to
100 by 10s
(K.CC.A.1)
Writes
numbers
010
(K.CC.A.3)
Identifies
numbers
020 on cards
(K.CC.A.3)
Anecdotal
Notes
Questions (at least two per standard for comprehensive coverage):
1. Start at 15 and count forward to 25. What number comes after 25? (Aligns with
K.CC.A.2: Counting forward from any number; higher-level: Extension beyond given).
FINAL PROJECT: BENCHMARK ASSESSMENT 5
2. Write the numbers that come next in this sequence: 8, 9, __, __. Explain how you know.
(Aligns with K.CC.A.3: Writing numbers; higher-level: Justification).
3. Count these 12 objects one by one and write the total number.
If you count backward from 12, what is the fifth number you say? (Aligns with K.CC.A.1:
Counting sequences; higher-level: Backward application).
K.CC.C.6 Assessment: Comparing Quantities
Extending Weeks 2 and 3 lessons, this assesses comparison skills using concrete
materials.
Directions: Prepare two sets of manipulatives, for instance, counters or toys with varying
quantities up to 10. Elicit verbal explanations to reveal thought processes. This promotes
higherorder analysis, for instance, reasoning about equality.
Questions:
1. Compare these groups: Group A has 5 items; Group B has 3. Which has more? Which
has less? Use counting to explain why. (Aligns with K.CC.C.6: Identifying greater than,
less than, equal; higher-level: Evidence-based explanation).
Group A
FINAL PROJECT: BENCHMARK ASSESSMENT 6
Group B
2. Create two equal groups of 6 items each from a pile of 12. How do you know they are
equal? What if I add one to one group—now compare them. (Aligns with K.CC.C.6;
higher-level: Creation and modification).
A pile of 12 items
Two equal groups of 6 items
FINAL PROJECT: BENCHMARK ASSESSMENT 7
K.OA.A.1-3 Assessment: Addition and Subtraction Basics
Tied to Weeks 4-6 and 16, this assessment uses manipulatives and story problems for
operations.
Directions: Read situations aloud, providing counters or paper for sketching. Score on accuracy
and thoroughness of explanation.
Student
Name
Solves addition
within 5
(K.OA.A.1)
Solves
subtraction
within 5
(K.OA.A.1)
Composes
number 8 (for
example, 3+5)
(K.OA.A.3)
Decomposes
number 7 (for
example, 4+3)
(K.OA.A.3)
Score
(/4)
Questions:
1. You have 4 apples, and you get 2 more. How many now? Show with objects and tell a
story about it. (Aligns with K.OA.A.1: Representing addition; higher-level: Narrative
creation.)
FINAL PROJECT: BENCHMARK ASSESSMENT 8
+ =
2. Break apart 9 into two parts, like 6 and 3. Draw it and explain another way to break it.
(Aligns with K.OA.A.3: Decomposing; higher-level: Multiple methods.)
3. There are 10 birds; 4 of them fly away. How many are left? Use a drawing to explain
what might happen next if 2 more fly away. (Aligns with K.OA.A.1: Representing
subtraction; higher-level: Prediction.)
K.OA.A.2 Assessment: Solving Word Problems
The assessment starts from Week 16. It is focused on mixed problems. Instructions: Make use of
pictures such as animal or food pictures to make it relatable.
FINAL PROJECT: BENCHMARK ASSESSMENT 9
Questions:
1. Sam has 3 red cars and 4 blue cars. How many in all? Solve, draw it, and compare to
having 5 green cars. (Aligns with K.OA.A.2; higher-level: Comparison extension.)
+ =
2. There are 8 cookies; you eat 2. How many remain? Explain using objects, and think of a
subtraction problem that equals 5. (Aligns with K.OA.A.2; higher-level: Problem
generation.)
=
K.G.A.2-3 Assessment: Identifying and Describing Shapes
This test is associated with Weeks 7-8. It involves the use of actual and visual shapes.
Instructions: Show 2D/3D models; touching is allowed for sensory inputs.
Student
Name
Identifies
circle
(K.G.A.2)
Describes
circle (for
example,
round)
(K.G.A.2)
Identifies
cube
(K.G.A.3)
Describes
cube (for
example, 6
faces)
(K.G.A.3)
Draws a
triangle
(K.G.A.2)
Score
(/5)
-
FINAL PROJECT: BENCHMARK ASSESSMENT 10
Questions:
1. Name this shape (show triangle). How many sides? Find a real object that looks like it
and explain. (Aligns with K.G.A.2; higher-level: Real-world application.)
2. Compare a sphere and a circle. How are they alike and different? Draw both. (Aligns with
K.G.A.3; higher-level: Analysis.)
Sphere Circle
3. Draw a rectangle and explain why it's not a square. What 3D shape is like a rectangle but
solid? (Aligns with K.G.A.2-3; higher-level: Differentiation.)
Rectangle 3D shape
FINAL PROJECT: BENCHMARK ASSESSMENT 11
K.MD.A.1-2 Assessment: Describing and Comparing Measurable Attributes
From Weeks 11-12, using everyday items. Directions: Encourage estimation before measuring.
Questions:
1. Which is taller: you or the chair? Explain and measure with your hands. (Aligns with
K.MD.A.1; higher-level: Personal connection.)
2. Measure this crayon using paper clips. How many? Compare to a pencil and justify
which is longer. (Aligns with K.MD.A.2; higher-level: Justification.)
3. Is this book heavier or lighter than the rock? Use a balance scale if available, and
describe another heavy object. (Aligns with K.MD.A.1; higher-level: Extension.)
K.MD.B.3 Assessment: Classifying Objects and Data
This assessment relates to Weeks 12-14. It entails sorting and graphing. Directions: Provide
mixed items and simple charts.
Questions:
1. Sort these by size into big and small. (Aligns with K.MD.B.3; higher-level: Explanation.)
K.NBT.A.1 Assessment: Working with Teen Numbers
The assessment relates to Week 15. It entails using base-ten tools. Directions: Model first if
needed.
Questions:
1. Show 14 as a ten and some ones. How many ones? Draw another teen number similarly.
FINAL PROJECT: BENCHMARK ASSESSMENT 12
(Aligns with K.NBT.A.1; higher-level: Replication.)
2. Represent 17 on a ten frame. Explain: "It's one ten and seven ones." What if it was 19—
how would it change? (Aligns with K.NBT.A.1; higher-level: Variation.)
References
Common Core State Standards Initiative. (n.d.). Mathematics Standards. Retrieved from
https://www.corestandards.org/Math/
Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2020). Alignment Between
Children’s Numeracy Performance, the Kindergarten Common Core State Standards for
Mathematics, and State-Level Early Learning Standards. AERA Open, 6(4),
233285842096854. https://doi.org/10.1177/2332858420968546
