The Formative Assessment of Standards (FASt) Project

The Formative Assessment of Standards (FASt) Project 

The Formative Assessment of Standards (FASt) Project focused on building the capacity of instructors to create and use performance-based formative assessments to capture student progress on the College and Career Readiness Standards for English Language Arts, ESOL, or Math. This page offers a sampling of the formative assessments that were developed and the professional development resources that supported the project.

Formative Assessment Projects

ESL

• Carmen Perez, Chelsea Intergenerational Literacy Program – Multiple tools for assessing progress on writing for publication
• Matthew Ryckebusch, Workers’ Education Program/UMass Dartmouth – A rubric and checklist for assessing the ability to make an appointment by phone
• Elizabeth McDowell, Literacy Volunteers of East Bay – Reflective questions to support simple narrative writing
• Susan Niazy, Literacy Volunteers of East Bay – A checklist and rubric for basic literacy

Math

• Nicole McNeil, Holyoke Adult Learning Opportunities – A rubric to assess the ability to create a circle graph of a budget and present the information
• Christine Bjork, ERACE Branford Adult Ed – A class checklist to assess ability to create a fractional pie chart and develop recommendations from its information
• Laura Bryant, RSU 24 Adult Education – Discussion to assess ability to use and describe multiple problem-solving strategies
• Lyn Michaud Smith, Eastern Aroostook Adult and Continuing Education – A rubric/study guide for interpreting functions

ELA

• Robin Letendre, Salem Continuing Education – A student-generated checklist to assess the ability to make inferences
• Donald France, Jr., Workers’ Education Program/UMass Dartmouth – A graphic organizer, discussion questions, and checklist on making inferences
• Phil Wormuth, RSU 24 Adult Education – A self-assessment and teacher rubric on asking effective questions