Indicator 3i

Indicator 3i Assessment information is included in the materials to indicate which

standards are assessed.

Scoring

2 points

● Materials consistently identify

the standards and practices

assessed for formal

assessments.

1 point

● Materials identify the standards

and practices assessed for

some of the formal

assessments.

OR

● Materials consistently identify

the standards and practices

assessed for formal

assessments, but do not include

all standards and practices for

the grade or course level.

0 points

● Materials do not identify the

standards and practices

assessed for the formal

assessments.

OR

● Materials identify the standards

and practices assessed for

some of the formal

assessments, but do not include

all standards and practices for

the grade or course level.

About this indicator:

What is the purpose of this Indicator?

This indicator examines the assessment materials to determine whether they identify the standards being

assessed for all formal assessment types. It is important to note that some assessments may be building toward

the standards and not intended to measure full depth of the standards; these assessments should identify which

aspects of the standards are being assessed and/or being built toward.

Formal assessments are determined by the publisher and could include all types: formative, summative, etc.

Reviewers look for a list of standards assessed for the entire assessment and/or associated with each item/task.

Reviewers look for evidence of identification only.

Indicator 3i Guiding Question:

Does assessment information included in the materials indicate which standards are assessed?

Evidence Collection

Review assessments and corresponding assessment guidance across the series. *Note: this is not an item

analysis.

Look for and record evidence to:

● Describe how and where assessments clearly identify which standards are being assessed. Include the

level at which the assessment is given (unit, lesson, etc.) and the level at which standards are identified

(assessment, task, item, etc.).

● Describe any instances where standards are listed incorrectly or are not from the appropriate grade

level/band.

● In the event that the assessments build toward grade-level or grade-band standards, describe whether the

assessment information identifies which aspects of the standards are assessed. Also, describe how and

where the materials include information that details how the assessments build toward the standards for

the grade level or band.

Cluster Meeting

Discuss and answer the following questions to support consensus scoring conversations:

● Where and how do the materials clearly identify which standards are assessed?

● Do the standards correlations or assessment guidance documents indicate if all standards for the grade

level/band are assessed by the end of the grade level/band?

● If assessments are building towards the standards, do the materials identify which aspects of the standards

are being assessed and how these contribute to building toward grade-level/grade-band standards?

Gateway 3: Usability

Criterion 3.2 The program includes a system of assessments identifying how materials

provide tools, guidance, and support for teachers to collect, interpret, and act

on data about student progress towards the standards.