1. K-3 Formative Assessment Process Five Critical Components
Selecting Learning Targets
Kimberly Harshaw, M.Ed
March 21, 2016

2. 5 Critical Components
Selecting Learning Targets
Developing Criteria for Success
Eliciting Evidence of Learning
Interpreting Evidence (Identifying Current Learning Status)
Adapting/Responding to Learning Needs
All five (5) must be present to implement the process.
Components are NOT Linear but Spiral in Nature.

3. Select learning targets with students using the next step along the construct progression.
How
Determine student’s current learning status. (Interpret Evidence)
Use the next step on the construct progression as the learning target.
Engage student in creating an “I can statement” based on the learning target.

4. A step along the construct progression
Selecting Learning Targets
Learning Targets:
Are the building blocks of learning. The child’s work: skills/concepts/practices.
A step along the construct progression
Reflect the learning that teachers expect students to achieve after instruction.

5. Selecting Learning Targets
Are developed with students (when appropriate) and stated in language students can understand.
(I can Statements)

6. Selecting Learning Targets
Teachers can learn about students throughout the day in a variety of settings
whole group
small group
centers / stations
individual
A teacher can collect evidence about students using a variety of strategies:
take photos
record student conversations
write anecdotal notes
collect work samples
talk with families

7. Object Counting
Counting Collections (Eliciting Interpreting Evidence)
I observed this student working during counting collections. She counted 9 pumpkins then drew 9 on her paper. She did not recount the group of pumpkins but recounted her drawing to make sure she drew 9.

8. Selecting Learning Targets-
My observation revealed that the student recounted the pumpkins she drew to make sure she had the correct amount.
Her current learning status is F
(Explains or indicates that counting twice yields the same quantity)

9. Selecting Learning Targets- Next Steps
The next step along the progression
Learning Target will be G.
Continuing the counting sequence when one object is added to the set, without counting all of them again.

10. I Can Statement May be written on the board or posted around the room
May be for a small group/individual student
May be written in math journals
Are reviewed with students before instruction
I can tell you how many objects I counted
I can tell you how many objects I have when I add one more
AMC (Assessing Math Concepts- Kathy Richardson) games targeting skills can be used with next step.

11. Letter Naming While working in literacy centers this student removes
letter tiles from a cup and
matches some lower case
capital letters under an
alphabet strip. He correctly
matched 10/12 letters.
He named 4/12.
Learning status G
Accurately matches some uppercase to
lowercase letters.
Activity had to be adapted in order for student to work independently instead of with a partner

12. Learning Target- H Accurately name some letters (upper and lower case)
I Can Statement
I can name some letters.
May be for individual/small group
Materials will be based on student's individual need
Activities, games, file folder games,technology

13. Book and Print Awareness
Library Center
Student read a book in the library center and demonstrated that she can point to the first word on the page and follow the print from left to right. I also noticed that she showed her friends the words I, a, and look as she read..
It appears that she knows where to begin reading (Skill E) and pointed to one or two words on a page (Skill F)

14. Learning Target- G (Use one to one correspondence while pretending to read.)
I Can Statement
I can follow words from left to right, top to bottom and page to page.
Early Learning Books
Big Books
Class Books with large print