In DMS, mid-year benchmarks are happening. Many people have mixed opinions about yearly Benchmarks.
Teresa Blalock, a teacher at DMS, says the benchmarks show growth in students’ education. The benchmarks also guide what standards she needs to cover. It is a good guide in helping the students understand everything.
Cindy Bradburry a teacher at DMS says the benchmarks have benefits and she would not change anything about the benchmarks, and they help her see what the students need.
Zoe Lewis, an 8th grader says that the benchmarks aren’t hard, especially the math benchmark. Lewis says “I think the hardest benchmark is the science benchmark because it’s just hard for me in general.”
She said that she would make them shorter because you don’t need to take the entire class to get it done.
She also thinks that benchmarks are effective because the students nail down what they need to work on and what they don’t need to work on.
Landon Mumford, another 8th grade student at DMS says that he feels like the benchmarks are helpful because the benchmarks help him find out how his progress goes up. Mumford thinks that benchmarks are effective because they foreshadow what they will learn and give them a head start.
Talulah Remilez thinks that the benchmarks are boring and says that they have too many questions. If Remilez could change one thing about the benchmarks, she would make the benchmarks have fewer questions. When asked if she thinks the benchmarks are effective, she said that she doesn’t know if they are or not.
Conner Alston, a student at DMS, says the questions on the benchmark vary. If he could change anything on the benchmark he would make it easier. He also thinks benchmarks are effective in tracking students’ progress.
