NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT OF PUBLIC I NSTRUCTION, O...
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Transcript of NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT OF PUBLIC I NSTRUCTION, O...
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
2
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.
3
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
5
What is Formative Assessment?
On a note card write:
• ‘Formative Assessment is…’
• Complete the sentence with your definition of formative assessment
8
“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.
10
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
12
How Do I Close the
Gap?
Where Am I Going
Formative Assessment
FormativeAssessment Where
Am I Now?
13
Where Am I Now?
Where Am I Going
Formative Assessment
FormativeAssessment
How Do I Close the
Gap?
19
Objective versus Subjective
Objective:• observable behavior• not influenced by
opinion or emotions
Subjective:• cannot be verified• based on opinion
and emotion
21
General or Specific?• Underline words
that are subjective and general. • Re-word the
sentence so that it is more objective and specific.
23
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?
24
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.
36
Sorting the Data into Domains- Approaches to Play and Learning:
Using Classroom Observational Data
37
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.
45
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?
47
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.