using the farrop in north carolina - confex...nc falcon modules module i importance of formative...
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Using the FARROP in
North Carolina
Balanced Assessment System
North Carolina’s Formative
Assessment Learning Community’s
Online Network
NC FALCON
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
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
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
o “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.”
o “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.”
o “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.”
o “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.”
o All four teachers expressed needing more time
After the FARROP Pilot
Shape
project
Focus wall used
daily - reflection
Focus wall
vocabulary words
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
(919) 807-3776