NC Education

Welcome to North Carolina’s Formative Assessment Learning Community’s Online Network (NC FALCON).

NC FALCON consists of Formative Assessment professional development modules that support the implementation of Formative Assessment in classrooms. Each module features a Professional Learning Community where educators can share successes and challenges through positive collaboration.

Thank you for visiting the site and we hope you enjoy the experience with NC FALCON.

View the NC FALCON navigation tutorial video to learn about navigating through NC FALCON.


 

NC FALCON SITE NEWS

Formative Assessment Meets OpenClass

How can you engage students in a way that will allow collecting and documenting evidence of leanring? OpenClass is a tool in Home Base that allows for collaboration and discussion among students, their peers, and teachers in an environment where feedback can be used to inform student learning and instruction. This document describes possible ways to use OpenClass to support formative assessment as a process in the classroom. To view or download this document, click here.

Using Home Base to Support Formative Assessment

Are you using the formative assessment process in your classroom? Do you want to know how to use tools in Home Base to effectively support formative assessment as a process? The purpose of this document is to explain how certain features in Home Base can be used to support the formative assessment process. While the formative assessment process will occur most of the time in the classroom outside of Home Base, this document details how and where certain attributes of formative assessment can be addressed using Home Base as a tool to inform instruction and guide student learning. To view or download this document, click here.

Why should you use formative assessment in the classroom?

Formative assessment is a part of North Carolina's Balanced Assessment System which includes formative assessment, interim/benchmark assessments, and summative assessments. Formative assessment assists teachers in identifying where it is necessary to make adjustments to instruction in order to help students achieve the intended instructional outcomes defined by the standards in the North Carolina Standard Course of Study. To view or download a visual guide of North Carolina's Balanced Assessment System and Integrating Instruction into Assessment Model, click here.

Formative Assessment Plans

Are you looking for resources to assist in your implementation of the formative assessment process? Teachers across North Carolina developed Formative Assessment Plans that align with the new Common Core and Essential standards to use during the implementation of the formative assessment process during instruction. Plans are available for various grade levels in Arts Education, Career and Technical Education, English as a Second Language, English Language Arts, Healthful Living, Mathematics, Science, Social Studies, and World Languages. To view or download Formative Assessment Plans, click here.

  • This forum is available for participants to provide feedback about their experiences with NC FALCON in general and share their experiences with implementing formative assessment. Participants post plans for implementation, completed formative assessment plans, and artifacts from implementation in the forum.

  • Prior to beginning each module, participants are linked to a pre-survey that will assist in understanding current formative assessment practices. Links are provided to surveys for various groups which include PreK-12, Module Reviewers, and Post Secondary Institutions.

  • This module provides an introduction to formative assessment, its importance and role in North Carolina’s 21st Century Balanced Assessment System.  At the end of the module, participants will be able to say, I can...

    • - Explain the purpose of formative assessment and why it is defined as a process;
    • - Distinguish between formative assessment and benchmark/summative assessment;
    • - Articulate how formative assessment is used in their classroom/school and how they plan to use formative assessment in the future.

    (1 hr. estimated seat time and 4hrs. total time)

  • This PLC provides participants with an opportunity to reflect on information found in the module Importance of Formative Assessment and to share lessons learned, strategies, and insights with other NC Educators.

  • This module focuses on how teachers can write clear learning targets and define criteria for success in order to help students answer the question, “Where am I going?” At the end of the module, participants will be able to say, I can...

    - Recognize clear and unclear learning targets;
    - Develop clear learning targets and their associated criteria for success to use in a lesson or series of lessons.

    (1 hr. estimated seat time and 4hrs. total time)

  • This PLC provides participants with an opportunity to reflect on information found in the module Learning Targets and Criteria for Success and to share lessons learned, strategies, and insights with other NC Educators.

  • This module explores how teachers can collect and document evidence of learning to help students answer the question “Where am I now?” At the end of the module, participants will be able to say, I can...

    - Identify at least three ways to collect and document evidence of student learning;
    - Choose strategies for collecting and documenting evidence of student learning that provide accurate information about where students are in their learning and align the strategies with the targets and criteria for success.

    (1 hr. estimated seat time and 2hrs. total time)

  • This PLC provides participants with an opportunity to reflect on information found in the module Collecting and Documenting Evidence and to share lessons learned, strategies, and insights with other NC Educators.

  • This module provides teachers with an understanding of how to analyze evidence of learning and how to use descriptive feedback to reflect student strengths and weaknesses with respect to specific learning goals and success criteria to help students answer the questions, “Where am I now?” and “How can I close the gap?” At the end of the module, participants will be able to say, I can...

    • - Effectively examine student work;
    • - Understand the differences between evaluative and descriptive feedback;
    • - Enhance student learning through descriptive feedback;
    • - Plan instructional modifications to address learning gaps or enrich instruction.

    (1 hr. estimated seat time and 4hrs. total time)

  • This PLC provides participants with an opportunity to reflect on information found in the module Analyzing Evidence and Descriptive Feedback and to share lessons learned, strategies, and insights with other NC Educators.

  • This module looks at the role of the administrator in formative assessment.  At the end of the module, participants will be able to say, I can...

    • - Describe formative assessment and how an administrator can use it in his or her school;
    • - Discuss elements of formative assessment;
    • - Determine the extent to which a school implements formative assessment;
    • - Monitor and build capacity for implementation of formative assessment in schools.

    (1 hr. estimated seat time and 4hrs. total time)

  • This PLC provides participants with an opportunity to reflect on information found in the module Administrator's Role in Formative Assessment and to share lessons learned, strategies, and insights with other NC Educators.

  • Formative assessment race academy module.

  • What happens when you collect evidence of learning and find that a child is missing a foundational skill that would allow him/her to read the designated text?  What happens when a child struggles with a text beyond his/her capacity for comprehension?

    This resource is designed for Kindergarten through fifth grade educators is full of early literacy strategy examples that address the foundational skills that must be in place for a child to make reading connections through the staircase of increasing text complexity and progressive reading comprehension. The strategies address foundational skills in the Common Core State Standards, the National Reading Panel’s five components of reading research, and the Fountas and Pinnell Continuum of Early Literacy Skills, all based on the North Carolina Teacher Academy’s work with leading national early literacy experts.

  • This section provides participants with additional resources to enhance their implementation of formative assessment. These resources include videos of implementation, research to support formative assessment, and other background information.


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