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These brief modules (found on this page Modules 1-5) were created by your regional team in conjunction with your feedback and support. They can be used within your professional development plans, as you choose, to supplement your learning and support for educators in your district.

NEW Module! In addition, the Office of Early Learning is excited to launch an online professional module that you can access through your NCEdCloud for 1.0 CEUs. To locate the module, access NCEES and select course #6197. For additional information about the online module for CEUs click here.

The NC K-3 Formative Assessment Process is comprised of five critical components: Selecting Learning Targets, Developing Criteria for Success, Eliciting Evidence of Learning, Interpreting the Evidence, and Adapting/Responding to Learning Needs. All five of these components must be present to implement the process, which is not linear, but spiral in nature. A technology platform was created to support teachers as they implement the five critical components. Below, you'll find a short description of each critical component before the module that accompanies it.

Module 1: Eliciting Evidence of Student Learning

Multiple assessment means are used to elicit evidence to provide insight into students’ learning of skills along the construct progression.

Materials needed for Module 1:
Self-Reflection Tool
Optional materials:
At-A-Glance Document and At-A-Glance Document with Performance Descriptors



Module 2: Interpreting the Evidence

Construct progressions are used as tools to interpret the evidence elicited by locating students’ learning status along the progressions.

Materials needed for Module 2:
Self-Reflection Tool
At-A-Glance Document and At-A-Glance Document with Performance Descriptors
Optional materials:
Construct Progressions and Situations Book

Module 2: Interpreting the Evidence

Module 2 Extension: Interpreting KEA Evidence Using Construct Progressions





Module 3: Adapting/Responding to Learning Needs

Descriptive feedback is provided by teachers and used by students based upon the learning status identified, and ongoing, in-the-moment adjustments are made to instruction based upon the evidence elicited.

Note: The example provided within this module pertains to evidence collected during the Fall 2015 time frame. You will want to select the time frame from the dropdown menu for which you are currently entering evidences.

Materials needed for Module 3:
Self Reflection Tool
At-A-Glance Document and At-A-Glance Document with Performance Descriptors



Module 4: Selecting Learning Targets

Skill steps along the construct progression are used to select learning targets with students.

Materials needed for Module 4:
Self Reflection Tool
At-A-Glance Document and At -A-Glance Document with Performance Descriptors





Module 5: Developing Criteria for Success

Performance descriptors matched to skill steps within the construct progressions are used to develop criteria for success for learning targets and shared with students.

Materials needed for Module 5:
Self Reflection Tool
At-A-Glance Document with Performance Descriptors
Optional Materials:
NC Construct Progressions and Situations Book