Learning Progressions: Supporting Instruction and Formative Assessment

This paper describes the characteristics of learning progressions and how they can support teachers' use of formative assessment. The paper was commissioned and supported by the FAST SCASS.


Assessing Students' Affect Related to Assessment for Learning

Teachers who currently implement AFL have no systematic way of discerning the affective impact of this approach on their students. In an effort to provide teachers with tools for tracking students' affect related to Assessment for Learning (AfL), the authors have developed three age-appropriate affective inventories for use by teachers who wish to discern the impact of their instruction on those affective dispositions most likely to be influenced by an AFL approach.


Attributes of Effective Formative Assessment

This brief paper describes five key attributes that have been identified from the literature as critical features of effective formative assessment.


Formative Assessment: Examples of Practices

The purpose of this document is to provide examples of the FAST SCASS definition of formative assessment in practice, according to the attributes of effective formative assessment.


Hints and Tips for Addressing Accommodations Issues for Peer Review

First in a series of three publications for states addressing accommodations and students with disabilities. This publication is a quick reference for states preparing for peer review.


Developing Alternate Assessment Technical Adequacy (DAATA)

The DAATA Handbook is a state resource for evaluating and documenting the technical quality of alternate assessments based on alternate achievement standards (AA-AAS) for students with significant cognitive disabilities. This report of the West Virginia Enhanced Assessment Grant provides states with strategies and resources to consider in developing the AA-AAS and accompanying documentation.


District Audit Tool

This paper includes methods for states to diagnose district functioning in research-based dimensions that correlate to positive student achievement gains on standards-based assessments.


Creating Aligned Standards and Assessments

This paper provides a discussion of lessons learned in addition to suggestions and recommendations to state departments and state policy makers for revising academic content standards in a manner to support the improved alignment of assessments with the standards.


Assessing Students with Disabilities: A Glossary of Assessment Terms in Everyday Language

This glossary provides an update to the 2003 glossary designed to provide user-friendly definitions of critical assessment terms.


Consistency for State Achievement Standards under NCLB

This paper provides suggestions and recommendations to state departments and state policy makers for setting consistent standards across grade levels. An argument is made that the new requirement for consistency is sufficiently important to be internalized as an institutional goal, even at the cost of overriding some traditional, standard-setting practices and principles.