Using the FARROP in North Carolina Balanced Assessment System - PowerPoint PPT Presentation

Using the FARROP in North Carolina

Balanced Assessment System

North Carolina’s Formative Assessment Learning Community’s Online Network NC FALCON

NC FALCON provides a series of formative assessment professional development modules 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 Administrator’s Role in Formative Assessment Module V Module VI Student Ownership of Learning * Compare with the 10 dimensions included in the FARROP

NC FALCON and the FARROP FARROP Model for NC FALCON FA model for Teachers students • Where Am I Headed? • Where Am I Now? • How do I close the Gap?

Piloting the FARROP • Six dedicated teachers at various grade levels (K, 5 th , 7 th , 8 th , 9 th ) 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 o 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 o 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 o 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 o 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.” o All four teachers expressed needing more time

After the FARROP Pilot Focus wall Focus wall used vocabulary words daily - reflection Shape project

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 on practice  Set goals based on next level

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

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

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