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Using the FARROP in North Carolina Balanced Assessment System - - PowerPoint PPT Presentation
Using the FARROP in North Carolina Balanced Assessment System - - PowerPoint PPT Presentation
Using the FARROP in North Carolina Balanced Assessment System North Carolinas Formative Assessment Learning Communitys Online Network NC FALCON NC FALCON provides a series of formative assessment professional development modules NC
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North Carolina’s Formative Assessment Learning Community’s Online Network
NC FALCON
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NC FALCON Modules Module I Importance of Formative Assessment Module II Learning Targets and Criteria for Success Module III Collecting and Documenting Evidence Module IV Analyzing Evidence and Descriptive Feedback Module V Administrator’s Role in Formative Assessment Module VI Student Ownership of Learning
NC FALCON provides a series of formative assessment professional development modules
*Compare with the 10 dimensions included in the FARROP
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NC FALCON FA model for students FARROP Model for Teachers
- Where Am I Headed?
- Where Am I Now?
- How do I close the Gap?
NC FALCON and the FARROP
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Piloting the FARROP
- Six dedicated teachers at various grade levels (K, 5th, 7th, 8th, 9th) in NC
piloted the FARROP
- Feedback from four teachers who piloted November 2013 – January 2014
- “I found that I use small parts of the formative assessment tools in my class
but not to the extent that I should. …now I feel I have a more formal set of strategies to use. I would very much like to continue with this process.”
- “I learned that I should have students develop more self-assessments, such
as rubrics and checklists, to make them more accountable for their learning. Also, I learned that I really would like more support on the administrative front to be able to observe other colleagues, and have more time with this process.”
- “It was helpful for me to reflect on how (I) assess my students and look at
ways to increase my students learning. I like that I did this daily instead of just planning lessons without considering students’ abilities. I like all the parts of this tool.”
- “I really like the text we received for this pilot. Thinking about the areas and
the rubric for formative assessment have helped me think about what I can add to my lesson plans to strengthen the use of formative assessment in my classroom.”
- All four teachers expressed needing more time
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After the FARROP Pilot
Shape project Focus wall used daily - reflection Focus wall vocabulary words
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Introducing the FARROP to NC Educators
Webinar
- Similar to self- and peer-
assessment for students
- Helps in understanding
components of formative assessment
- Focus on continuum in
practice
- Give/receive feedback
- n practice
- Set goals based on next
level
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Introducing the FARROP to NC Educators
Conference Presentations
- Gain an understanding of
the purpose of the FARROP
- Analyze current use of
formative assessment practices
- Self-reflect or perform
peer observation on the use of formative assessment practices
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Moving Forward
- Opportunity through FAST-ER grant
- NCDPI Social Studies Consultants
facilitating work
– 11 teachers in districts/schools regionally located across the state – Planning for 4 courses required for graduation - American History I and II, American History: Founding Principles, Civics and Economics, and World History – Lesson plans with formative assessment dimensions embedded with instruction
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Contact Information
Carmella Fair
NC Department of Public Instruction Division of K-12 Curriculum & Instruction Instructional Resource Consultant carmella.fair@dpi.nc.gov (919) 807-3776