What is it?

K-3 Formative Assessment Process 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. AERA/APA/NCME, 2014 CCSSO, 2006

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

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.

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.

Deeper dive into eliciting evidence.

Leveraging Our Current Practice What opportunities exist for observing student learning? – Object counting – Book orientation & Print awareness – Other constructs: Emotional literacy, Following directions, Engagement in self-selected activities, Fine motor, Midline motor, Letter naming

Sample Classroom Ideas: Angela Corum and Mallory Moore, Stokes County Angela and Mallory were able to observe students demonstrate skills in object counting, fine motor, following directions, and emotional literacy in a series of planned lessons.

Sample Classroom Ideas: Megan Turner, Alamance-Burlington School District When I am observing the Emotional Literacy construct and I made observations and feel that my students learning status is “Labels basic emotions (happy, sad, angry, scared) in self and others (including picture book characters),” I would, make my notes on a post it…and stick it to the Emotional Literacy construct card. Megan was able to quickly document the evidence she observed during instruction throughout the day.

Leveraging Our Current Practice What opportunities exist for observing student learning? – Object counting – Book orientation & Print awareness – Other constructs: Emotional literacy, Following directions, Engagement in self-selected activities, Fine motor, Midline motor, Letter naming Brainstorm ideas with your team.

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

Sample classroom observation: Kim Harshaw, Orange County During center time, a child was able to tell the number of pretend playdough pancakes on this playdough plate she created in this scatter arrangement without recounting or saying the numbers aloud. When asked how many, she counted in her head and told me “10”. When asked how she knew, she said, “I counted them in my head.” “I didn’t have to say the words.” Student’s current learning status for Object Counting is level F.

Sample classroom observation: Kim Harshaw, Orange County A child demonstrated Book Orientation skills as she was pretend reading to two other students in the book center. She sat with the book in her lap and turned some pages as she told the story using the pictures. Student’s current learning status for Book Orientation is level C.

Sample classroom observation Jeremy and James are working in pairs during a math lesson. Each has 10 objects to count. The teacher asks them to pull one more out of the bag and asks, “How many do you have now?” James says 11 without recounting the objects. James’s current learning status for Object Counting is level G.

Sample classroom observation While reading a big book to a group of students, the teacher asks, “Where do I begin reading?” Elaine volunteers to help, comes up to the big book, and points to the first word on the page. Elaine’s current learning status for Print Awareness is level E.

Exit Ticket: Checking for Understanding Indicate your understanding of how to leverage current classroom practice and use the construct progressions. Clear as coffee, tea, or water?