Standards and Assessments


Arizona English Language Arts Standards Overview
This is an overview of the standards for language arts that demonstrate a K-12 progression of skills for reading, writing, listening, speaking and the use of language effectively in a variety of content areas. 
Publication Date: December 2016
Publisher: Arizona Department of Education

Arizona Mathematics Standards
The Arizona Mathematics Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing, college entry courses, and/or in the workplace.
Publication Date: December 2016
Publisher: Arizona Department of Education

Arizona’s College and Career Ready Standards – Social Studies
The content and skills of all five strands are designed to be taught in the context of Social Studies in grades K-8. At the high school level, content area knowledge and skills are course specific. The high school strands reflect frameworks for complete courses of study in each of the content areas represented by the five strands.
Publication Date: Updated 2006
Publisher: Arizona Department of Education

Arizona’s English Language Arts Anchor Standards
This document contains the English Language Arts Anchor Standards that includes Reading Standards for Literature and Informational Text, Writing Standards, Speaking and Listening Standards.
Publication Date: December 2016
Publisher: Arizona Department of Education

College-and Career-Ready Standards and Assessments
This document explains the expectations for the federal government, states, districts, and schools to meet benchmarks for the college and career readiness of America’s students.
Publisher: U.S. Department of Education

Improving College and Career Readiness for Students with Disabilities
The brief examines issues and strategies related to preparation and readiness for postsecondary education and careers and includes examples of current programs and policies that help students with disabilities to successfully transition to college and career.
Authors: Betsy Brand, Andrew Valent, and Louis Danielson
Publication Date: March 2013
Publisher: American Institutes for Research


Accommodation Guidelines: Selecting, Administering, and Evaluating Accommodations for Instruction and Assessment
This manual is divided into sections to address the topics of accommodation selection and use in instruction and as they pertain to specific state assessments.
Publication Date: July 2017
Publisher: Arizona Department of Education

An Integrated Approach to Defining a System-Level Theory of Action for Formative Assessment 
This is a discussion of an ecological theory of action for formative assessment within the system for planning interventions and policies that support increased and improved teacher practice and student learning. It includes a discussion of the program evaluation theory of action that can be utilized after programs are in place to ensure that the system is working as intended.
Publication Date: June 2018
Publisher: Council of Chief State School Officers

Assessments to Guide Adolescent Literacy Instruction 
This document provides a research-based overview of the types of literacy assessments that can help direct teaching and learning at all levels, with special attention to assessments in the classroom setting.
Authors: Joseph K. Torgesen and Debra Houston Miller
Publication Date: 2009
Publisher: Center on Instruction

This webpage offers information for Arizona’s Measurement of Educational Readiness to Inform Teaching (AzMERIT), the new statewide achievement test adopted by the Arizona State Board of Education.
Publication Date: November 2014
Publisher: Arizona Department of Education

AzMERIT End-of-Course (EOC) Testing Guidance
This document provides guidance regarding which courses include AzMERIT End-of-Course (EOC) testing and which students participate in AzMERIT EOC testing.
Publication Date: March 2017
Publisher: Arizona Department of Education

Balanced Assessment Framework
This assessment framework guides educators in how to utilize the appropriate assessment practice for each purpose and how to use the data obtained from each type of assessment to ultimately improve student achievement.
Publication Date: March 2018
Publisher: Arizona Department of Education

Formative and Summative Assessment
This article discusses three types of assessment: diagnostic, formative, and summative and explains distinct differences between the three.
Publisher: Northern Illinois University, Faculty Development and Instructional Design Center

Formative and Summative Assessments in the Classroom
This article defines formative and summative assessment and offers examples and further discusses the importance of balancing assessments.
Authors: Catherine Garrison and Michael Ehringhaus
Publisher: Association for Middle Level Education

Formative Assessment for Students with Disabilities
This report provides teachers, both special education and general education, with an introduction to the knowledge and skills they need to confidently and successfully implement formative assessment for students with disabilities in their classrooms.
Authors: Susan Brookhart and S. Lazarus
Publication Date: February 2017
Publisher: Council of Chief State School Officers

Formative Assessment That Truly Informs Instruction
This position paper discusses varied purposes of assessment and highlights the central importance of teacher decision making in the process of assessment that informs instruction and improves student learning. 
Publication Date: October 2013
Publisher: National Council of Teachers of English

Formative Assessment: An Enabler of Learning
This article explains formative assessment as a powerful practice of collaboration between teacher and students to move students’ learning forward while their learning is still in the process of developing.
Author: Margaret Heritage
Publication Date: Spring 2011
Publisher: Center on Standards and Assessment Implementation

Formative Assessment: Examples of Practice
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.
Author: E. Caroline Wylie
Publication Date: 2008
Publisher: Council of Chief State School Officers

Guidance for IEP Teams on Participation Decisions for the NCSC Alternate Assessment
This document is intended to help guide Individualized Education Program (IEP) teams to determine whether the National Center and State Collaborative (NCSC) Alternate Assessment, an alternate assessment based on alternate achievement standards, is the most appropriate assessment for an individual student. 
Publication Date: Revised November 2014
Publisher: National Center and State Collaborative

How Classroom Assessments Improve Learning
This article explains three ways teachers need to change their approach to assessment in order to use assessments to improve instruction and student learning.
Author: Thomas Guskey
Publication Date: February 2003
Publisher: Association for Supervision and Curriculum Development

Multi-State Alternate Assessment (MSAA)
The Multi-State Alternate Assessment (MSAA) is a comprehensive assessment system designed to promote increasing higher academic outcomes for students with significant cognitive disabilities in preparation for a broader array of post-secondary outcomes.
Publisher: Arizona Department of Education

Quality Performance Assessment: Harnessing the Power of Teacher and Student Learning
The purpose of the Quality Performance Assessment (QPA) Framework is to provide guidance to teachers and administrators on how to design a performance assessment system that include the elements of aligned instruction, task design, and data analysis.
Authors: Christina Brown and Pascale Mevs
Publication Date: February 2012
Publisher: Center for Collaborative Education

Revising the Definition of Formative Assessment
This updated definition of formative assessment is intended to integrate new applications, research, and findings that have evolved since the definition was initially drafted.
Publication Date: November 2018
Publisher: Council of Chief State School Officers 

The Impact of Formative Assessment and Learning Intentions on Student Achievement
This brief begins with an analysis of current research linking formative assessment to academic performance and then moves into a discussion of learning objectives’ impact on student outcomes.
Publication Date: August 2014
Publisher: Hanover Research

The Reading for Understanding Initiative: Key Findings and Implications for States and Districts
The report is divided into sections based on the major strands that were used to organize the National Symposium on Reading for Understanding: Assessment, Curriculum and Instruction, Professional Development, and Implementation. Each section provides a brief summary of the research and recommendations for state and district leaders.
Publication Date: November 2018
Publisher: Council of Chief State School Officers 

Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional
Reflection on Practice (Revised) 

The purpose of this document is to provide guidelines and resources for use in observations and reflections on
formative assessment practices.
Author: Caroline Wylie and Christine Lyon
Publication Date: February 2016
Publisher: Council of Chief State School Officers