An Integrated Approach to Defining a System-Level Theory of Action for Formative Assessment was developed by CCSSO's FAST SCASS.
This resource provides an overview of the FAST SCASS's revised definition on formative assessment, originally published in 2006.
The purpose of this primer is to encourage K-12 educators to use consistent and clear prompts structured around the crosscutting concepts to provide a common scientific language that students and teachers use as they engage in the formative assessment process.
It is difficult to over-state the importance of reading comprehension skills—they enable learning about almost all content areas and topics for students while in school and over the course of their lives.
Formative Assessment for Students and Teachers (FAST) Collaborative 2018-2019 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, by sharing member states’ initiatives related to formative assessment, and by enhancing t
The Collaborative Meeting dates for membership year 2017-2018 and membership year 2018-2019.
Formative Assessment for Students with Disabilities
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 purpose of this document is to share some examples of the Council of Chief State School Officers’ (CCSSO) definition of formative assessment in practice.
The Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment and Student Standards (SCASS) was formed in 2006 and since then has been committed to establishing formative assessment as a component of a balanced assessment system so that teachers have the ongoing info