Designing and implementing a developmentally appropriate state-wide Kindergarten Entry Assessment and K-3 Formative Assessment System: Necessary Considerations Office of Early Learning North Carolina Department of Public Instruction NAEYC PDI June 11, 2013
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Office of Early Learning North Carolina Department of Public Instruction NAEYC PDI June 11, 2013
Office of Early Learning North Carolina Department of Public Instruction NAEYC PDI June 11, 2013. Designing and implementing a developmentally appropriate state-wide Kindergarten Entry Assessment and K-3 Formative Assessment System: Necessary Considerations . Welcome & Introductions. - PowerPoint PPT Presentation
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Designing and implementing a developmentally appropriate state-wide Kindergarten Entry Assessment and K-3
North Carolina’sExcellent Public Schools Act• 7 Components
– Comprehensive Reading Plan
– Developmental Screening and Kindergarten Entry Assessment
– Facilitating Early Grade Reading Proficiency
– Elimination of Social Promotion
– Successful Reading Development for Retained Students
– Parent/Guardian Notification
– Accountability Measures
From NC Session Law 2012-142
• 115C-83.1E. Developmental screening
& kindergarten entry assessment.– Completed within 60 days of enrollment– Addresses five domains of readiness– Administered at the classroom level– Aligned to NC Early Learning Standards &
Standard Course of Study– Reliable, valid and appropriate
From Session Law 2012-142• 115C-174.11 Components of the testing
program.– Assessment Instruments for K-3
• The State Board of Education shall develop, adopt, and provide developmentally appropriate individualized assessment instruments… for Kindergarten through Third Grade.
• LEAs shall use these assessment instruments… to assess progress, diagnose difficulties, & inform instruction and remediation needs.
Setting the Context: Assessment
North Carolina’sBalanced Assessment System
Assessment in K-3• K-3 Reading 3D
– Benchmark, Summative
– TRC component as part of teacher performance
• K-2 Literacy Assessment– Benchmark, Summative
• K-2 Math Assessment– Tasks to be used in a formative manner
– Benchmark, Summative
North Carolina’sFormative Assessment Network
https://center.ncsu.edu/nc/
Race to the Top--Early Learning Challenge Grant
Necessary Considerations (NAEYC)
Necessary Considerations (NAEYC)
What is the purpose of the assessment?
What is the Purpose?
4 Purposes for Assessment (NAEYC)
1. Support instruction
2. Identify those with special needs
3. Program evaluation
4. High stakes accountability
North Carolina’s Purpose• Formative Assessment
– A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.
CCSSO, 2006
Necessary Considerations (NAEYC)
What is the content of the assessment?
What is the Content?• Determine what is important to measure
first, then find ways of measuring it (NAEYC)– Include multiple domains
– Align with state standards and curriculum goals
North Carolina’s Content• Five Domains of Development & Learning
– Approaches to Learning
– Cognitive Development
– Emotional & Social Development
– Health & Physical Development
– Language & Communication Development
North Carolina’s Content• Sample Claim:
– Health & Physical Development
– Students develop skills that contribute to healthy behaviors and the reduction of health risks.
DRAFT
North Carolina’s Content
• Aligns with:– the NC Standard Course of Study (Common
Core State Standards & NC’s Essential Standards)
– the NC Early Learning and Development Standards
Necessary Considerations (NAEYC)
When and how often are
assessments completed?
When and How Often?• Decisions about frequency should be tied to
the purpose (NAEYC)– To most effectively inform instruction,
assessment should be on-going to provide continuous feedback
North Carolina’s Frequency• Formative assessment
– On a daily basis– Minute-to-minute or in short cycles at the