North Carolinas Focus on North Carolina s Focus on Formative - PowerPoint PPT Presentation

North Carolina’s Focus on North Carolina s Focus on Formative Assessment Sarah McManus, Director, Instructional Content North Carolina Department of Public Instruction

Let’s look back to 2006 There was too much emphasis on:   “ The test” The test  State test results  Practice items  Alignment  Alignment  Remediation There was not enough emphasis on: • Student learning • Developing self-directed learners • Increasing student motivation • I i t d t ti ti • Delivering quality professional development for teachers • content delivery • • classroom assessment classroom assessment

State Board and Legislative Directions Directions  New NC SBE Goals (September 2006) ( p )  Blue Ribbon Commission on Testing and Accountability (May 2007 - January 2008)  NC SBE Framework for Change (June 2008)  NC SBE Framework for Change (June 2008)  NCDPI Response to the Framework for Change (October 2008)  Move to a system that includes formative, benchmark and summative assessments (EOGs and EOCs) and EOCs)  Equip teachers to use formative data and feedback to align instruction with individual student’s needs student s needs

Standard IV: Teachers Facilitate Learning For Their Students Teachers use a variety of methods to assess what each student has learned.  Teachers use multiple indicators, including formative and summative assessments to evaluate student progress and growth. g  Teachers provide opportunities, methods, feedback , and tools for students to assess themselves and each other.  Teachers use 21 st Century assessment systems to inform y y instruction and demonstrate evidence of students’ 21 st Century knowledge, skills, performance, and dispositions.

Struggling with the Definition of Formative Assessment(s) F ti A t( ) • Process vs. Test? • PD vs. Item Bank? • CCSSO FAST vs. CCSSO CAS use of FA? • Assessment vs. Assessments? • In 2007, the state superintendent created agency committee on comprehensive assessment to explore the issue and h i t t l th i d develop definitions for formative, interim/benchmark, and summative assessments • Committee looked at the work of CCSSO • Committee adopted the CCSSO FAST SCASS definition in 2008 2008

Online Formative Assessment PD Initial Development and Pilot: October 2008 – June 2010; 2010; Statewide Rollout: July 2010 – June 2012 Inclusion of IHEs: August 2012 - present 6

Formative Assessment Model

FA Plan Example Grade/Subject: Dual Language/Immersion Program/Math Geometry—Grade 4 Objective: Identify, predict, and describe lines of symmetry and symmetrical plane figures. Learning Target Criteria for Success Collecting Evidence Documenting Evidence 我能认识对称线和对称的图形 I 1. 我会把图对称 .I will make a Using Smartboard, have Class observations. Students’ can recognize a line of symmetrical picture by students draw symmetrical formative assessment symmetry for a two- matching/adding/drawing pictures by checklists. dimensional figures and objects, coloring, etc. matching/adding/drawing recognize and classify line- recognize and classify line- objects, coloring, etc. objects coloring etc symmetric figures 2 我会分别对称 / 不对称 .I will Using Smartboard, have Class observations. Students’ sort the pictures into students sort the pictures into formative assessment symmetrical/non-symmetrical. two groups symmetrical and checklists. non-symmetrical. y 3 我会找出对称的图 . I will find the pictures that are Using Smartboard, have Class observations. Students’ symmetrical. students find the pictures that formative assessment are symmetrical by putting the checklists. 4. 我会和朋友或者在电脑上玩 check marks. 对称游戏 I 对称游戏 . I will play the ill l th Cl Class observations. Students’ b ti St d t ’ Using computer, have the symmetry game with a formative assessment students work with a partner to partner or on the computer. checklists. play the online symmetry game. 1.What misconceptions do you think students might have? 1 Wh t i ti d thi k t d t i ht h ? 2.What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?

Integrating FA in State and Federal Initiatives Initiatives • Connections to Response to Instruction • Support Materials for New Essential Standards S t M t i l f N E ti l St d d and Common Core State Standards • K-3 Literacy K 3 Lit • Race to the Top Grants – Training to Support the Understanding and T i i t S t th U d t di d Implementation of new standards – Connecting to the new instructional improvement Connecting to the new instructional improvement system – Early Challenge Grant Development for K-3 FA – Governor’s Teachers Network

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NC’s Home Base Rolled Out in 2013 Information Information Instruction Instruction Educator Effectiveness: Student Instructional Data Analysis Evaluation and Professional Assessment Information and Reporting Design, Practice Development and Learner & Resources Profile Profile Integrated Instructional Solution g Information Effectiveness Schoolnet OpenClass Truenorthlogic PowerSchool Instructional Collaboration Evaluation and PD Student Information Tools and Assessment

Lesson Plans Lesson Plan Template • targets/criteria for success for success • collecting/docum enting evidence enting evidence • teacher reflection and instructional adjustments • student self- t d t lf reflections and next steps p

Lesson Plans Upload and Tag FA Resources Resources • Create or Create or upload a resource (e g (e.g., formative assessment plan) and tag it

Lesson Plans Search for FA resources • Find sample lesson plans, esso p a s, units, resources • Find Formative Assessment Strategies and Strategies and Resources

Sample Home Base FA Resources p • http://map.mathshell.org/materials/dow nload.php?fileid=703 l d h ?fil id 703 • Assessing 2.G.1 • Sample NC Common Core Math FA Plan • Sample NC Common Core ELA Plan • High Point University presents on FA in g y the Classroom • Sample GTN lesson p

Assessment • Search for assessment items/tasks that can be used for used for formative, benchmark, or summative summative purposes

Multiple Data Comparisons Comparisons • Data Analysis & Reporting

Fast Forward to 2015 2014-15 SBE Task Force on Summative Assessment • Proposes that NC have content standards that satisfy college and career readiness • Proposes having a comprehensive balanced • Proposes having a comprehensive balanced assessment system with three tiers – classroom/formative, benchmark, and statewide summative testing summative testing – The Task Force references the FA definitions of Black and Wiliam and Cowie in their work but no recommendations about how to support the use in the classroom • NC will pilot the use of through-course assessments in NC ill il t th f th h t i 2015-16 to provide teachers with more immediate feedback

Questions to Consider • Now that formative assessment is “integrated into other initiatives,” will it get lost? other initiatives, will it get lost? • Without RttT funding and limited state funds, how will FA be supported? pp • Is it considered old news (e.g., “been there, done that”)? • With staff changes, who will be the champion for the cause? • What is needed to have formal policies in place to sustain the effort?

Contact Information Contact Information S Sarah McManus, Ph.D. h M M Ph D Director | Instructional Content NC Department of Public Instruction sarah.mcmanus@dpi.nc.gov [P] 919 807 3776 [P] 919.807.3776