Moving toward a Comprehensive Assessment System: A Framework for Considering Interim Assessments.

By M. Perie, S. Marion, B. Gong. 2009

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Educational Assessment Knowledge and Skills for Teachers (2011, background): “For example, some districts use interim/benchmark assessments for teacher instructional decision making, with no student involvement (except to take the tests), and call it “formative assessment” (Perie et al., 2009).”
Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “…assessments are by no means a perfect measure of student achievement, examining these, as opposed to long-cycle, end-of-year, standardized summative measures, may provide additional instructional insights that are more closely linked to student performance (Goertz et al., 2009; Perie et al., 2009).”
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement (2011, background): “Such a mechanism is aligned with the CDDRE program theory, as well as the theory underlying the concept of benchmark assessments more generally (Kennedy, 2003; Perie et al., 2009; Schmoker, 2003).”
Research Article Science Assessments for All: Integrating Science Simulations Into Balanced State Science Assessment Systems (2012, background): “Researchers and policy makers are pursuing models for building assessment systems that vertically articulate evidence gathered at classroom, district, and state levels (Quellmalz & Moody, 2004; NRC, 2006; Stiggins, 2006; Perie, Marion, & Gong, 2009).”