NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT OF PUBLIC I NSTRUCTION, O FFICE OF E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM.

NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING

AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE

Effective Teacher Practices SupportingHigh Quality Supportive Environments and

Nurturing & Responsive Relationships

2015

Module 2: Formative Assessment

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Review of Pre-learning Assignment

At your table: • Discuss formative assessment.• Brainstorm ways to gather information

about children and their learning.• What does formative assessment look like

in your classroom/setting?• How do you use formative assessment?

What do you do with the information?• Summarize one or two key points to share

out.

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Objectives

• To understand what formative assessment is and how it is used to inform instruction

• To identify effective early childhood evidence-based instructional practices that support formative assessment

• To understand how to use formative assessment data for different data purposes

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Introduction

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What is Formative Assessment?

On a note card write:

• ‘Formative Assessment is…’

• Complete the sentence with your definition of formative assessment

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Tying Shoes

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“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve student’s achievement of intended instructional outcomes.”

(Council of Chief State School Officers, Oct 2006)

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Formative Assessment is:

• a process used by teachers and children during play and learning activities,

• that provides feedback to the teachers and children,• so that teachers can adjust their teaching to meet

the needs and interests of children, and• so that children can understand what is expected of

them.

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Steps in the Formative Assessment Process

• Determine clear learning targets• Define criteria for success• Collect/document and analyze

evidence • Provide clear, descriptive

feedback• Change or adjust instruction

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Formative Assessment

Where Am I Now?

How Do I Close the

Gap?

FormativeAssessment

Where Am I

Going

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How Do I Close the

Gap?

Where Am I Going

Formative Assessment

FormativeAssessment Where

Am I Now?

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Where Am I Now?

Where Am I Going

Formative Assessment

FormativeAssessment

How Do I Close the

Gap?

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Classroom Teacher Interview

Embed the video from Cabarrus of Jessica

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Classroom Teacher Interview

Embed the video of Amy from Cabarrus

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Observations

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Video

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Observation: Interpreting

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Objective versus Subjective

Objective:• observable behavior• not influenced by

opinion or emotions

Subjective:• cannot be verified• based on opinion

and emotion

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Objective and Specific

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General or Specific?• Underline words

that are subjective and general. • Re-word the

sentence so that it is more objective and specific.

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Video Review

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Early Childhood Instructional Practices that Support Formative Assessment

• Which of the practices do you see or use often in the classroom?

• Which of the practices would you like to see or use more often in the classroom?

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Play Scenarios• Read the scenarios • Identify the

instructional practices that the teachers use in the scenarios.

• Discuss how the teacher might use the instructional practice for formative assessment.

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Putting It All Together

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Video

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Understanding How to Use Formative Assessment Data for Different Data Collection Purposes

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Using Technology to Document Child Performance

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Documenting Child Work Samples

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Oral Language Samples

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Providing Feedback to Children

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Sorting the Data into Domains: Emotional-Social

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Sorting the Data into Domains: Using Family Input

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Sorting the Data into Domains: Using Classroom Observational Data

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Sorting the Data into Domains: Using Classroom Observational Data

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Sorting the Data into Domains- Approaches to Play and Learning:

Using Classroom Observational Data

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What’s that Domain? • Review the

anecdotal notes together.

• Post each of them on the chart your group thinks most represents the developmental domain that the anecdotal note informs.

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Understanding How to Use Formative Assessment Data for Different Purposes

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Family Conference Form

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Individual Child Profile

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Creative Curriculum Class Summary Worksheet

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Child Outcome Summary Form (COSF)

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What’s that Assessment Type?

• Formative

• Benchmark

• Summative

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Wrap-up

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Post-learning Activity• Determine two new strategies to gather formative

assessment data.

• Compare the portfolio of a child in your classroom with Foundations and assign an age level(s).

• Reflect on the process.– Were you able to make an accurate statement

about the age level of the child’s skills? – Did you have enough data to inform your

assignment of age levels to skills?– Did you have enough data to inform all the

areas of emotional-social development described in Foundations?

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Questions?

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ReferencesBillman, J. & Sherman, J. (2003). Observation and participation in early childhood settings: A practicum guide (2nd ed.). Boston, MA. : Allyn & Bacon, Inc.

Center on Enhancing Early Learning Outcomes. (2014). CEELO/ECTA formative assessment peer learning community. Retrieved from http://ceelo.org/plc-formative-assessment-1/ Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from http://csefel.vanderbilt.edu/ Chappuis, J. (2009). Formative assessment and assessment for learning. In Seven strategies for learning: A study guide from Pearson assessment training institute. Retrieved from http://ati.pearson.com/downloads/chapters/7%20Strats%20Ch%201.pdf Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Washington, DC: Council of Chief State School Officers. Retrieved from http://www.ccsso.org/Documents/2010/Formative_Assessment_Next_Generation_2010.pdf Heritage, M. (2013). Formative assessment in practice. Cambridge, MA: Harvard Education Press. Heroman, C., Burts, D.C., Berke, K., & Bickart, T.S. (2010). Teaching Strategies GOLD objectives for development & learning: Birth through kindergarten. Bethesda, MD: Teaching Strategies, LLC. Retrieved from http://teachingstrategies.com/wp-content/uploads/2014/06/NC-GOLD-Alignment-PS-2014.pdf HighScope Educational Research Foundation. (2005). Child Observation Record (COR) information for decision makers. Detroit, MI: Author. Retrieved from http://www.highscope.org/file/Assessment/cor_decision_maker.pdf Honey, M. (2007, September). The role of formative assessment in pre-k through second grade classrooms: White paper. Retrieved from http://www.amplify.com/pdf/white-papers/DIBELS_Research_FormativeAssessment_WhitePaper_2007_01.pdf North Carolina Department of Public Instruction. (n.d.). A vision for 21st Century assessment. Retrieved from http://www.ncpublicschools.org/accountability/educators/vision/ North Carolina Department of Public Instruction. (n.d.) Early childhood outcomes systems (COS). Retrieved from http://modules.nceln.fpg.unc.edu/sites/modules.nceln.fpg.unc.edu/files/foundations/supporting/NC%20Early%20Childhood%20Outcomes%20System%20brochure_0.pdf

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ReferencesNorth Carolina Department of Public Instruction (n.d.). K-12 standards, curriculum and instruction. Retrieved from http://www.ncpublicschools.org/curriculum/ North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh: Author. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf NC Division of Child Development and Early Education. (2013). North Carolina approved early childhood formative assessment tools 2013. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_Approved_Early_Childhood_Formative_Assessments.pdf NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from https://center.ncsu.edu/ncfalcon/ Ritchie, S. & Gutmann, L. (Eds.). (2014). First School: Transforming PreK-3rd grade for African American, Latino, and low-income children. New York, NY: Teachers College Press. Teaching Strategies. (2012). The importance of the assessment cycle in the creative curriculum for preschool. Retrieved from http://teachingstrategies.com/content/pageDocs/Theory-Paper-Assessment-Creative-Curriculum-Preschool-10-2012.pdf Teaching Strategies, LLC. (2010). The Creative Curriculum for preschool. Washington, DC: Author.