Assessment is a "four-letter word" these days. (Strategic Content Literacy Assessment)

The article "Disciplinary Literacy Assessment: A Neglected Responsibility" mentions things that I agree with, for example "Summative assessments of learning have overshadowed formative assessment for learning." I agree with that statement because I have seen summative assessments as parts of standardized testing which have consumed our educational system.
Although summative assessments are being focused on more, formative assessments are still, in my opinion, very important to assess students understanding right there and then. Formative assessments also let you know if you need to change your lesson plan or keep going.

The article also mentions the development of "Strategic Content Literacy Assessment (SCLA). This type of assessment allows the teacher to create assessments that assess students' abilities to read and comprehend discipline-appropriate text by using guidelines from SCLA. SCLA can be used for every discipline including English, Science, Social Studies, and math.
I include the table that was provided on page 457

SCLA Elements	Disciplines
	English	Science	Social Studies
Text selections: Texts	Narrative, fictional text that is a complete story or a non- fiction text [perhaps one that would provide background for an upcoming short story or novel]. In general, choose text that is relatively self- contained and that does not require excessive amounts of prior knowledge.	Use an excerpt from the textbook/internet with diagrams related to the key ideas, or provide a description of lab procedures with data (modify the SCLA questions appropriately as indicated below).	Use an excerpt from the textbook/internet that is relatively self- contained or choose two to three short primary documents, provide quotes from primary documents, or highlight segments from primary documents and direct students to read only the highlighted text.
Cognitive Processes: Questions addressing prior knowledge	What did you know before you read the text that relates to the information in the text? How did you use this knowledge to understand the text?	What did you know before you read the text that relates to the information in the text? How did you use this knowledge to understand the text?	Contextualization: What previous or concurrent events might be related to these documents?
Cognitive Processes: Questions asking students to summarize text	If using fictional text, consider asking students to identify the theme of the story. For non- fiction, ask students to show the most important ideas in the text in any way that makes sense to them [diagram, summary, map].	If using a textbook/internet excerpt, ask students to indicate the most important ideas in the reading in any way that makes sense [diagram, summary, map]. Drawing conclusions: [When using a description of lab procedures with data]. What conclusions can you draw from the lab report?	Close reading: What are the key ideas from these documents?
Cognitive Progress: Questions requiring students to draw inferences	What is something you think is true based on the text, but that is not said in the text? Why do you think this is true?	[When using a textbook/internet excerpt] What is something you think is true based on the text, but that is not said in the text? Why do you think this is true? [When using a description of lab procedures with data] What pattern(s) do you observe or see in the data? What inferences can you draw from this pattern(s)?	Sourcing: When was this document written? Who wrote it? How does this influence your reading? Close reading: How does the language in these documents influence your reading? Is there evidence of bias? If so, what words indicate bias and how do you know?
Cognitive Process: Questions requiring students to make connections	Identify two ideas from the text (X and Y) and ask: Two ideas in the text were X and Y. How are these related? In fiction, you might ask about connections between the setting, characters, and/or events in the story.	Identify two ideas from the text (X and Y) and ask: Two ideas in the text were X and Y. How are these related? In fiction, you might ask about connections between the setting, characters, and/or events in the story.	Corroboration: What are the similarities and differences between [among] these documents?
Cognitive Process: Questions that assess students’ knowledge of vocabulary	Select about three words – one that you believe students should know [prior knowledge]; one that is explicitly defined in the text; and one that is implicitly defined in the text. Identify the terms and ask students to tell what the words mean and how they know this.	Select terms in the text/internet excerpt or lab procedures and data that are crucial for understanding the readings. Be sure to include terms that are implicitly and explicitly defined in the text.	Choose terms that are crucial for understanding the documents. You may wish to provide the meaning of archaic terms and phrases parenthetically, and ask questions related to the use of these terms or phrases.

Questions:
Can you see this assessment being implemented into our classrooms?
In your opinion is this beneficial or just another complex teaching strategy that will not be used?