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 C HILD D EVELOPMENT I NSTITUTE Effective Teacher Practices Supporting High Quality Supportive Environments and Nurturing & Responsive Relationships 2015 Module 2: Formative Assessment

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. 2

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 3

Introduction 4

What is Formative Assessment? 5 On a note card write: ‘Formative Assessment is…’ Complete the sentence with your definition of formative assessment

6 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) 8

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. 9

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 10

Formative Assessment 11 Where Am I Now? How Do I Close the Gap? Formative Assessment Where Am I Going

How Do I Close the Gap? Where Am I Going Formative Assessment 12 Formative Assessment Where Am I Now?

Where Am I Going Formative Assessment 13 Formative Assessment How Do I Close the Gap?

Classroom Teacher Interview Embed the video from Cabarrus of Jessica 14

Classroom Teacher Interview Embed the video of Amy from Cabarrus 15

Observations 16

Video 17

Observation: Interpreting 18

Objective versus Subjective Objective: observable behavior not influenced by opinion or emotions Subjective: cannot be verified based on opinion and emotion 19

Objective and Specific 20

General or Specific? 21 Underline words that are subjective and general. Re-word the sentence so that it is more objective and specific.

Video Review 22

Early Childhood Instructional Practices that Support Formative Assessment 23 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?

Play Scenarios 24 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.

Putting It All Together 25

Video 26

Understanding How to Use Formative Assessment Data for Different Data Collection Purposes 27

Using Technology to Document Child Performance 28

Documenting Child Work Samples 29

Oral Language Samples 30

Providing Feedback to Children 31

Sorting the Data into Domains: Emotional-Social 32

Sorting the Data into Domains: Using Family Input 33

Sorting the Data into Domains: Using Classroom Observational Data 34

Sorting the Data into Domains: Using Classroom Observational Data 35

Sorting the Data into Domains- Approaches to Play and Learning: Using Classroom Observational Data 36

What’s that Domain? 37 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.

Understanding How to Use Formative Assessment Data for Different Purposes 38

Family Conference Form 39

Individual Child Profile 40

Creative Curriculum Class Summary Worksheet 41

Child Outcome Summary Form (COSF) 42

What’s that Assessment Type? 43 Formative Benchmark Summative

Wrap-up 44

Post-learning Activity 45 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?

Questions ? 46

References Billman, J. & Sherman, J. (2003). Observation and participation in early childhood settings: A practicum guide (2 nd ed.). Boston, MA. : Allyn & Bacon, Inc. Center on Enhancing Early Learning Outcomes. (2014). CEELO/ECTA formative assessment peer learning community. Retrieved from assessment-1/ assessment-1/ Center on the Social and Emotional Foundations for Early Learning. (n.d.). Retrieved from Chappuis, J. (2009). Formative assessment and assessment for learning. In Seven strategies for learning: A study guide from Pearson assessment training institute. Retrieved from 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 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 HighScope Educational Research Foundation. (2005). Child Observation Record (COR) information for decision makers. Detroit, MI: Author. Retrieved from Honey, M. (2007, September). The role of formative assessment in pre-k through second grade classrooms: White paper. Retrieved from papers/DIBELS_Research_FormativeAssessment_WhitePaper_2007_01.pdfhttp:// papers/DIBELS_Research_FormativeAssessment_WhitePaper_2007_01.pdf North Carolina Department of Public Instruction. (n.d.). A vision for 21 st Century assessment. Retrieved from North Carolina Department of Public Instruction. (n.d.) Early childhood outcomes systems (COS). Retrieved from 47

References North Carolina Department of Public Instruction (n.d.). K-12 standards, curriculum and instruction. Retrieved from North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Raleigh: Author. Retrieved from North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author. Retrieved from NC Division of Child Development and Early Education. (2013). North Carolina approved early childhood formative assessment tools Retrieved from NC FALCON. (n.d.). North Carolina’s formative assessment learning community’s online network. Retrieved from 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 Teaching Strategies, LLC. (2010). The Creative Curriculum for preschool. Washington, DC: Author. 48