ABSTRACT
There is growing interest in the role that formative assessment, particularly the role of learning progressions, can play in supporting teacher instructional and assessment pedagogies. This chapter addresses the implications and challenges of engaging content teachers with both content and language progressions so that they, in turn, are better able to engage in formative assessment. The chapter focuses on recent attempts to apply both mathematics content and language learning progressions to mathematics tasks to describe how dual progressions support and inform each other. With the advent of new College and Career Ready Standards, the language demands on students, and in particular on English learners, have increased, with greater focus on explanation discourse. To implement high-quality formative assessment that meets the needs for all students, the chapter describes how content teachers will need to be attuned to a synthesis of mathematical and discursive practices.]
