Some schools and districts have developed and/or adapted other measures of student growth for non-tested grades and subjects. These measures may include early reading measures; standardized end-of-course assessments; formative assessments; benchmark, interim, or unit assessments; and standardized measures of English language proficiency. Other assessments may be developed at either the state or local level. It also is possible to imagine teacher-developed assessments of student learning or growth falling into this category when those assessments meet expectations for rigor and comparability across classrooms in a district or across classrooms statewide.
Tennessee and Delaware both opted to establish working groups of educators to identify and adapt measures specific to each category that can be conducted and evaluated consistently across the state. To do this, the states have provided the educators with guidance on how to identify and/or develop quality measures of student performance, how to assess academic growth from one point in time to another, and provided training on how to judge the measures. Delaware involved more than 400 teachers who broke into 35 content area groups to develop fair and comparable assessments across all subjects and grades; Tennessee identified 12 categories of teachers and involved hundreds of educators from across the state.