Formative Assessment for Deeper Learning of College- and Career-Readiness Standards: Exploring Educator Practices and State Policies Needed to Get There

Wednesday, June 24, 2015: 1:00 PM-2:30 PM
Harbor D (Manchester Grand Hyatt San Diego)
  • NCSA Presentation_Supporting Achievement with FA_S2.pdf (651.6 kB)
  • FA Policy for Deeper Learning CCSSO NCSA Linquanti Final.pdf (1.3 MB)
  • NCSA Presentation WED NTP FINAL.pdf (1.8 MB)
  • NCFocusOnFACCSSO2015.pdf (1.4 MB)
  • Handouts
  • SL.3.9-10_ELA_FAPlan.pdf (392.0 kB)
  • 1 NBT 456_Math_FAPlan.pdf (190.6 kB)
  • Content Strands:
    1. Balanced assessment systems improve student learning
    2. Assessments support state goals and policies
    Formative assessment (FA) is critical to students achieving deeper learning signaled in college- and career-ready standards, and acquiring 21st-century competencies in communication, collaboration, and self-monitoring. When FA practices are well-implemented in classrooms, teachers have ongoing information to ensure each student makes daily progress in reaching key learning goals. Yet formative assessment is often confused with assessments of learning, particularly when these serve formative purposes. Formative assessment as a pedagogical process teachers and students engage in is an under-recognized dimension of a balanced and comprehensive assessment system, and state and local policymakers play an important role in supporting it. This symposium engages these issues and opportunities using two new publications from the FAST SCASS, and highlighting how two FAST SCASS-member states, Idaho and North Carolina, are leveraging insights and recommendations reflected in these resources to advance practices and policies supportive of formative assessment.