Materials include ongoing assessments (formative and summative) that prompt students to show evidence of science and engineering practices, disciplinary core ideas, and crosscutting concepts using relevant language practices.

Assessment opportunities include a variety of ways for students to communicate science and language learning in ways that are relevant to students, strategically providing supports as needed.

Assessment opportunities enable students to draw on and make use of their existing language resources (e.g., everyday language, gestures, etc.).

Teacher materials provide examples of assessment responses at a range of understandings across the three dimensions that represent and acknowledge the variety of language that can be used.

Materials include rubrics that specifically identify and describe a progression of the three dimensions that represent and acknowledge a variety of language that might be elicited from the assessment.

Teacher materials include guidance and rationale for teachers to look for a variety of evidence of students’ science proficiency even if students' English proficiency is still emerging.

Teacher materials suggest ways to guide students' progress in expressing their scientific ideas and questions with language best suited to that purpose.

Teacher materials provide a variety of guidance for how to respond to student evidence in the moment and in future instruction to help students progress towards goals for science and language learning.