An Integrated Approach to Defining a System-Level Theory of Action for Formative Assessment was developed by CCSSO's FAST SCASS.
For more information on the Balanced Assessment Systems Collaborative see the documents below:
For general inquiries related to membership in a collaborative please email Adam Petermann, email@example.com.
Formative Assessment for Students and Teachers (FAST) Collaborative 2019-2020 Membership Information
The Formative Assessment for Students and Teachers (FAST) collaborative aims to advance the implementation of formative assessment in each member state through the development of resources that develop state, district, and school leaders' ability to support teacher learning, by sharing member sta
The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.
The Science Assessment Item Collaborative (SAIC) Assessment Framework (“Assessment Framework”) provides a range of options and accompanying rationales for the development of Next Generation Science Standards (NGSS)–aligned items and summative assessments.