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North Carolina K-3 Formative Assessment Process

The NC K-3 Formative Assessment Process is valued by teachers, district and school leaders, community members, families, and policy makers as a foundational piece of a balanced assessment system and promoted as a means to improve outcomes for children. NC K-3 educators have the necessary supports, resources, and technology to implement the NC K-3 Formative Assessment Process with fidelity to inform instruction, involve students in their learning, and engage families in their children’s education.

In an effort to create one comprehensive and easy-to-use resource for districts, the NC K-3 Formative Assessment Process Wiki contains information gathered from the NC K-3 Formative Assessment Livebinder and Livebinder for Educators, the former NC K-3 Formative Assessment Process Wiki, the NC K-3 Formative Assessment Process Weebly and the KEA Weebly. These older resources have been taken offline as of October 15, 2017 in favor of utilizing this all-inclusive resource. We hope you will find this update helpful. Please feel free to contact your Regional Consultant with any questions!

Check out the latest and greatest news and resources for the NC K-3 FAP!
2018-19 Requirements & Status Summary
Click here to review the required and optional constructs and status summary dates for the 2018-2019 school year.
2018-19 KEA Updates
Click here to view a brief PowerPoint on the 2018-2019 KEA Updates
Click here to view recently recorded webinars. KEA 101 & 102 are available now!
NC K-3 FAP Modules for
Teachers and Administrators

The NC K-3 FAP Module for Teachers and the NC K-3 FAP Module for Administrators will help participants deepen their understanding of the KEA/K-3 Formative Assessment Process. For more information, check out our Professional Development page!

KEA Flyer
The KEA Flyer provides helpful KEA information to share with families.**

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The NC K-3 Formative Assessment Process

The North Carolina Department of Public Instruction adopted the following definition of Formative Assessment in 2006: Formative Assessment is "a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes." This definition was also adopted by the American Education Research Association, the American Psychological Association, and the National Council on Measurement in Education in 2014.

In 2012, in response to a mandate by the North Carolina State Legislature and the requirements of the Race to the Top-Early Learning Challenge Grant (see relevant legislation here and here), the K-3 Assessment Think Tank was convened. The Think Tank included NC school teachers, parents, scholars representing seven NC universities, and additional stakeholders. Over a nine-month period, the Think Tank reviewed scientific findings and best practices and solicited input from a wide array of stakeholders, including a survey of over 2,500 NC teachers and consultation from over 60 state and national scholars and education leaders. The resulting Think Tank Report, summarized here, provided the foundation for the NC K-3 Formative Assessment Process.

From this report, we learned that research supports positive interactions between teachers and students, instruction that focuses on all aspects of child development, and multiple approaches to teaching. North Carolina teachers told us that they are eager to balance summative and benchmark assessments with a process that 1) gives them a more complete picture of a child’s developing abilities, 2) can be integrated into daily instruction, and 3) is manageable and meaningful.

This combination of research and professional wisdom provides the best opportunity for children to demonstrate what they know and are able to do and to help each child reach challenging and achievable goals that contribute to his or her ongoing development and learning.

For an overview of the critical components of the NC K-3 Formative Assessment Process, please see the Five Critical Components of the Formative Assessment Process document. For more detailed information, you may wish to explore the NC K-3 Formative Assessment Process Practice Profile. For additional information on the Formative Assessment Process, please see this article, Attributes of Effective Formative Assessment.

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NC DPI Office of Early Learning

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