Assessments provide multiple opportunities to show and celebrate what students know and can do with language in the moment and across the unit in alignment with content and language objectives and unit-level language goals.

Materials assess students' speaking, listening, reading, and writing for a range of purposes and audiences.

Assessments include clear criteria (e.g., anticipated responses, checklists, rubrics) for the language and content expectations of the task.

Assessments incorporate multiple modalities and entry points for students, including embedded visual supports such as charts, tables, and graphs.

Materials provide opportunities for student self-reflection on progress in language development through independent self-assessment, peer assessment, and teacher conferencing.

Assessment tools de-emphasize error correction and instead provide next steps for extending and supporting language development over time based on specific Look Fors/Listen Fors or “If…Then…” guidance.

Materials provide teachers with examples of differentiated supports (heavy and light scaffolds) that can be implemented based on data gathered from ongoing formative assessments.

Assessments provide questions, or teacher talk moves, that support the teacher in extending and supporting incorrect or partially correct responses.

Materials help the teacher and peers to provide concrete and actionable language-focused feedback followed by opportunities for revision.

Materials help the teacher and peers to provide concrete and actionable language-focused feedback followed by opportunities for revision.