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NC K-3 FORMATIVE ASSESSMENT PROCESS: KINDERGARTEN ENTRY

The NC K-3 formative assessment process supports continuous teaching and learning
by providing teachers, students, and families the information they need to move
learning forward. This formative process begins when children enter Kindergarten.

WHAT happens at Kindergarten Entry?


The formative assessment process provides
families and teachers information about children
in an effort to guide instruction and learning.
During the Kindergarten year, the information
collected during the first sixty days of enrollment
creates a Kindergarten Child Profile, capturing
a snapshot of each child at the beginning of
kindergarten.

HOW does it work?


The teacher intentionally collects evidence
about what children can say, do, make, or write
(e.g., observations, work samples, parent input,
activities) across 5 areas of learning & development:
Approaches to Learning

An electronic platform stores the information


collected and supports instructional decision making.
The materials developed to support this process
align with the NC Foundations for Early Learning
and Development and the NC Standard Course
of Study (Common Core State Standards &
NC Essential Standards).

WHY is it important?
In North Carolina, approximately 120,000 children
enter kindergarten each year with varying
experiences, knowledge, and skills. The K-3
formative assessment process at kindergarten
entry helps teachers and families continuously
identify the varying strengths and needs of each
child in an effort to help ensure that each child
reaches his or her fullest potential.

Cognitive
Emotional-Social

WHO participates?

Language & Communication

In the 2014-2015 school year, the beginning of


the K-3 formative assessment process will be
piloted in selected kindergarten classrooms
across North Carolina. Participants in the pilot
will provide important feedback to inform the
final development of the tools and materials
provided to support this process.

Health & Physical


The evidence collected happens in real time while
instruction is occurring and learning is underway.
The teacher and student then use the evidence
collected to understand where a child may be
in his or her learning. This helps the teacher and
student make immediate and ongoing adjustments
to instruction and learning.

For more information, please visit: http://rtt-elc-k3assessment.ncdpi.wikispaces.net

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction :: Office of Early Learning (Pre-K Grade 3)