K-3 Formative Assessment Process: The Vision

KEA Formative Assessment Process

Formative AssessmentA 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.

AERA/APA/NCME, 2014 CCSSO, 2006

Adapted from: Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousands Oaks, CA: Corwin Press.

Assessment

Process

K-3 Formative

Learning targets are selected with students using the next step along the construct progression.

Performance descriptors are used to develop criteria for success for learning targets.

Use of multiple assessment means provides insight into skills along the construct progression.

The child’s learning status is located on the construct progression by interpreting the evidence of learning.

Adapting and responding to learning needs based upon construct progression.

Adapted from: Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousands Oaks, CA: Corwin Press.

Assessment

Process

K-3 Formative

K-3 Formative Assessment Vision

4 Key Points

KEY POINT 1• K-3 Formative Assessment Process focuses on the

whole child: 5 Domains of Learning and Development

KEY POINT 2 • This K-3 formative assessment

process occurs during instruction rather than as an isolated event apart from instruction.

• There are a variety of ways to learn about students during instruction

(observing, questioning, student work)

• Teachers can learn about students throughout the day in a variety of settings

(whole group, small group, centers)

KEY POINT 3

• A teacher can collect evidence about students using a variety of strategies:

– talk with families– take photos– record student conversations– write anecdotal notes– collect work samples– incorporate evidence from other

school educators (e.g., PE, OT, Speech, ELL)

KEY POINT 4

• Evidence is used to guide instruction:

– identifies what students know and are able to do and where to head next

– helps to plan and adjust instruction in an ongoing manner

– helps to meet the needs of all students

A message from John Pruette - Office of Early Learning Director

Up Close!Can you guess these

ordinary objects based on what you can see?

# 1

Human Hair

# 2

Cauliflower

# 3

Salt and Pepper

# 4

Green Grape

What Research Tells Us

• Educational researchers• Economists• Neuroscientists• Developmentalists• Molecular biologists• Genomic scientists

• The PK-3rd grade years are the most promising window of opportunity during which to influence children’s lifelong trajectories.

Kauerz, 2013

What Research Tells Us

Development during the preschool through third-grade years sets the tone for children’s later educational and

lifelong success.

Therefore if they are given a stronger start earlier in life, they will be more successful in grades 4-12 and

beyond.

• What is the Kindergarten Entry Formative Assessment (KEA) process?

• How will current practices support/fit into the Kindergarten Entry Formative Assessment Process?

• How can tools provided through the Kindergarten Entry Formative Assessment process support the teaching and learning process?

Essential Questions

PLC Reflection• In what ways do Kindergarten teachers in DCS collect

information to determine if a student(s) is meeting a standard/skill?

• How do Kindergarten teachers in DCS organize the information they collect?

• How do Kindergarten teachers in DCS use the information they collect to determine what to do next for the student(s)?

• How do Kindergarten teachers in DCS communicate progress to parents?

KEA’s

K-3 Formative Assessment Process

Third Grade

Second Grade

First Grade

Kindergarten

KEA

KEA Vision Video

Domain Constructs

Approaches to Learning Engagement in Self-Selected ActivitiesPerseverance in Assigned Activities

Cognitive Development Object CountingCognitive Process TBD

Emotional-Social Development Emotional LiteracyEmotion Regulation

Health & Physical Development Fine Motor DevelopmentGross Motor DevelopmentMidline Motor Development

Language Development & Communication

Book Orientation & Print AwarenessFollowing DirectionsLetter Naming Reading Comprehension: Monitoring MeaningVocabularyWriting

KEA Formative Assessment Process

5 Domains of Learning and Development

KEA Formative Assessment Process focuses on the whole child: 5 Domains of Learning and Development

Energy Stick Activity!!

Approaches to Learning

Cognitive Development

Language Development

& Communication

Health &Physical

Development

Emotional &Social

Development

Required for the 2015-2016 school year

Domain Constructs

Approaches to Learning Engagement in Self-Selected ActivitiesPerseverance in Assigned Activities

Cognitive Development Object CountingCognitive Process TBD

Emotional-Social Development Emotional LiteracyEmotion Regulation

Health & Physical Development Fine Motor DevelopmentGross Motor DevelopmentMidline Motor Development

Language Development & Communication

Book Orientation & Print AwarenessFollowing DirectionsLetter Naming Reading Comprehension: Monitoring MeaningVocabularyWriting

2015-2016Required Constructs

5 Domains of Learning & Development

Cognitive Development Definition

• Focuses on children’s ability to acquire, organize, and use information in increasingly complex ways.

• Children play an active role in their own cognitive development in search for understanding and meaning. – They begin to explain, organize, construct, and

predict.

– They learn to apply prior knowledge to new experiences, and then use this information to refine their understanding of concepts & form new understandings.

Cognitive Development

5 Domains of Learning & Development

Language Development & Communication Definition

• Focuses on the foundational skills– Speaking

– Listening

– Reading

– Writing

• Encompasses nonverbal & verbal language skills– Understanding language

– Speaking effectively

– Emergent literacy skills in early reading & writing

Language Development & Communication

Construct Progression: Object Counting

http://www.livebinders.com/media/get/MTA2MzkzNzY=

• Look at the Object Counting Construct Progression

• Each letter represents the progression of Skills within this Construct

• Read the Skills and Performance Descriptors

• Discuss how to use information in the Construct Progression to determine next steps for the student

Object Counting Scenerio w/ construct

• Discuss with your table identify the teacher’s intended skill and where on the construct progression the student falls.

• What level do you think the teacher intended to assess?

• What should be the teacher’s next step of instruction for the student?

Construct Progression: Book and Print

• Look at the Book and Print Construct Progressions

• Each letter represents the progression of Skills within this Construct

• Read the Skills and Performance Descriptors

• Discuss how to use information in the Construct Progression to determine next steps for the student

BPA Scenerios w/ construct

• Student Scenerio…• Laura and Arnel choose a familiar book from the book

tub. Laura tells Arnel that she will read first. She opens the book at the front and traces the text on the page from left to right while paraphrasing the story.

• Determine Laura’s current learning status (skill) in:• Book Orientation Construct Progression• Print Awareness Construct Progression

# 1

?

# 2

?

# 3

?