Indicator 2h

Indicator 2u Materials include formative assessments and guidance that provide the

teacher with information for instructional next steps.

Scoring

4 points

Materials meet ALL of the

requirements of this indicator.

2 points

Materials DO NOT meet ALL of the

requirements of this indicator.

0 points

Materials DO NOT meet ANY of

the requirements of this indicator.

● Materials include formative assessments and support for the teacher in determining students’ current

skills/level of understanding.

● Materials include guidance that supports the teacher in making instructional adjustments to increase

student progress.

About this indicator:

What is the purpose of this Indicator?

This indicator examines the formative assessments included throughout a program. Formative assessments are

informal assessments that provide ongoing feedback to both students and teachers, allowing them to identify

learning needs and adjust teaching strategies accordingly. This indicator also examines the guidance for

instructional next steps included in the materials to support teachers in making informed decisions about how to

modify their instruction, differentiate learning activities, and provide targeted support to enhance student

learning outcomes. Overall, the purpose of this indicator is to ensure that instructional materials include tools

and resources that help teachers assess students' understanding and learning progress throughout the

instructional process.

Research or Standards connection:

In “Revising the Definition of Formative Assessment,” the FAST SCASS of CCSSO (2018) provides a revision of

the definition of formative assessment by the Formative Assessment for Students and Teachers (FAST) State

Collaborative on Assessment and Student Standards (SCASS) organization. It explains the changes to the

original definition of formative assessment as well as the new attributes and practices that comprise effective

formative assessment. They define formative assessment as:

“Formative assessment is a planned, ongoing process used by all students and teachers during

learning and teaching to elicit and use evidence of student learning to improve student

understanding of intended disciplinary learning outcomes and support students to become

self-directed learners.

Effective use of the formative assessment process requires students and teachers to integrate

and embed the following practices in a collaborative and respectful classroom environment:

● Clarifying learning goals and success criteria within a broader progression of learning;

● Eliciting and analyzing evidence of student thinking;

● Engaging in self-assessment and peer feedback;

● Providing actionable feedback; and

● Using evidence and feedback to move learning forward by adjusting learning strategies, goals, or

next instructional steps.” (pp. 2-3)

In “Reaping the Benefits of Deep Formative Assessment: Lessons from Around the World,” the FAST SCASS of

CCSSO (2016) report highlights the importance of formative assessment as a process of continuous learning for

both teachers and students. The authors, experts in formative assessment from New Zealand, England, and

Australia, discuss how formative assessment practices have evolved, emphasizing the need for educators to

embrace the process and empower students as active participants. The key takeaway is that formative

assessment is not just about measuring student learning; it's about using evidence of student learning to adapt

the teaching work to meet learning needs. This can only happen when teachers have a deep understanding of

their subject matter and students’ needs and when they are willing to collaborate with colleagues and students

to create a learning environment that fosters a sense of ownership and responsibility for learning.

In “Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity?,” Heritage

(2010) argues that formative assessment is not just a tool or a test, but a process that involves teachers and

students working together to monitor student learning and to make adjustments to teaching and learning in

response to that evidence. This process, she argues, is more than just "giving feedback"; it's about helping

students develop the skills they need to become independent learners who can monitor their own progress and

take responsibility for their own learning. The paper explores the theoretical underpinnings of formative

assessment, drawing on research in cognitive psychology and sociocultural theory, and then examines a number

of definitions of formative assessment that have been adopted by various policy groups.

Resources:

● N/A

Indicator 2u Guiding Question:

Do the materials include formative assessments and guidance that provide the teacher with information for

instructional next steps?

Evidence Collection

In the instructional materials being reviewed:

● Check if the materials offer a range of formative assessment types, such as quizzes, observations,

student reflections, peer assessments, or informal checks for understanding.

● Look for specific instructions or resources that help teachers interpret assessment results. This might

include scoring rubrics, exemplars of student work, or analysis tools that make it easier to understand

student performance and areas of need.

● Ensure that the materials provide actionable guidance for teachers on how to adjust instruction based on

assessment results. This might involve differentiated instruction strategies, targeted interventions, or

enrichment activities for students who need more challenge.

● Look for resources that help teachers use assessment data to plan future lessons. This might include

planning tools or templates that assist in identifying focus areas for subsequent instruction.

Cluster Meeting

Preparing for the cluster meeting:

● Do the materials offer a range of formative assessment types, such as quizzes, observations, student

reflections, peer assessments, or informal checks for understanding?

● Are there specific instructions or resources provided that help teachers interpret assessment results,

such as scoring rubrics, exemplars of student work, or analysis tools to understand student performance

and areas of need?

● Do the materials provide actionable guidance for teachers on how to adjust instruction based on

assessment results, possibly involving differentiated instruction strategies, targeted interventions, or

enrichment activities for students who need more challenge?

● Are there resources available that help teachers use assessment data to plan future lessons, including

planning tools or templates that assist in identifying focus areas for subsequent instruction?

During the cluster meeting:

● Share evidence of the indicator.

● Discuss whether the materials offer a range of formative assessment types, such as quizzes,

observations, student reflections, peer assessments, or informal checks for understanding.

● Discuss whether the materials include specific instructions or resources provided that help teachers

interpret assessment results, such as scoring rubrics, exemplars of student work, or analysis tools to

understand student performance and areas of need.

● Discuss whether the materials provide actionable guidance for teachers on how to adjust instruction

based on assessment results, possibly involving differentiated instruction strategies, targeted

interventions, or enrichment activities for students who need more challenge.

● Discuss whether there are resources available that help teachers use assessment data to plan future

lessons, including planning tools or templates that assist in identifying focus areas for subsequent

instruction.

● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in

the scoring section.

● Agree on the final rating.

Gateway 2: Comprehension Through Texts,

Questions, and Tasks

Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,

evidence-based, and support students in making meaning and building

knowledge as they progress toward grade-level mastery of literacy skills.

Materials include clear, explicit instruction guidance for teachers across all

literacy skills.