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This report examines the North Carolina Kindergarten Entry Assessment (NC KEA), which helps teachers understand entering strengths and support needs across developmental domains. It summarizes prior NC KEA research and related formative assessment work nationwide to deliver data-based recommendations for implementation during North Carolina’s transition to a new KEA measure in fall 2020.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/recommendations-for-the-implementation-of-a-statewide-formative-assessment-process/582805/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/recommendations-for-the-implementation-of-a-statewide-formative-assessment-process/582805.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the NC KEA in early childhood classrooms?","Question",{"text":112,"@type":113},"The NC KEA is implemented at the start of kindergarten to show where students stand across developmental domains. It helps teachers understand each child’s strengths and identify support needs for planning next learning steps.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is formative assessment challenging for teachers and schools?",{"text":117,"@type":113},"Evidence indicates variability in how teachers understand the NC KEA’s purpose, how faithfully the process is implemented, and how information is applied to classroom practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What main areas do the report’s recommendations cover for implementing the new KEA measure in fall 2020?",{"text":121,"@type":113},"The recommendations are grouped into three broad areas: initial and ongoing professional development, supporting implementation practices, and administrative best-practices to guide the transition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582805,1792144344,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":21,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Recommendations for the Implementation of a Statewide Formative Assessment Process  \nAngela M. Ferrara, Richard G. Lambert, and T. Scott Holcomb  \nCenter for Educational Measurement and Evaluation  \nThe University of North Carolina at Charlotte  \nMay 2020  \nTable of Contents  \nExecutive Summary .......................................................................................................................3  \nI. Introduction – Background of the North Carolina Kindergarten Entry Assessment .........9  \nII. Research on the North Carolina Kindergarten Entry Assessment....................................12  \nResearch Phase 1 – NC KEA Pilot.............................................................................................12  \nResearch Phase 2 – Initial Statewide Implementation ...............................................................17  \nResearch Phase 3 – Implementation Teams, Feedback Loops, and Structures of Support........25  \nIII. Previous Research on Formative Assessment and KEAs Across the United States .......34  \nIV. Preparing Teachers to Make Valid Placements on Developmental Progressions ...........41  \nUnderstanding the Purpose of Authentic Formative Assessments for Young Children ............42  \nSpecific Steps for Preparing Teachers to Make Valid Placements Using AFA Measures ........47  \nConclusion..................................................................................................................................59  \nReferences .....................................................................................................................................63  \nRecommendations for the Implementation of a Statewide Formative Assessment Process  \nExecutive Summary  \nEarly childhood assessments should be used to guide teaching and learning, identify students that may potentially need interventions, and improve educational programs (NAEYC & NAECS/SDE, 2003). Kindergarten Entry Assessments (KEA) are implemented at the start of kindergarten to provide a glimpse of where students stand at the beginning of the year across different developmental domains. The North Carolina Kindergarten Entry Assessment (NC KEA) can be a very helpful resource when teachers use it to get to know children at the beginning of the year. It can help teachers understand strengths that each child brings to the classroom and specific areas where each child needs support. The data that the NC KEA provides is intended to emerge from the ongoing processes through which teachers gather rich portfolios of evidence concerning student growth, analyze those evidences, make periodic placements on developmental progressions based on those evidences, and use those placementsto plan and support the next steps in the learning process (Lambert, 2018) .  \nThis report contains information on the background of and research on the NC KEA. Evidence shows that implementing formative assessment is difficult for teachers and schools. There is distinct variability in teacher understanding of the purpose ofthe NC KEA, the process of implementation fidelity, and application of the information to classroom practices. Given that North Carolina will be adopting a new KEA measure for the fall of 2020, this report summarizes previous research on the NC KEA, as well as formative assessments throughout the United States, in order to provide a set of data-based recommendations to help support implementation during this transition. The recommendations provided in this report can be divided into three broad areas: initial and ongoing professional development, supporting implementation practices, and administrative best-practices. The following is a condensed list of these recommendations:  \nInitial and Ongoing Professional Development (PD)  \nFor classroom level practitioners:  \n● Initial assessment specific training must extend beyond an introduction of its content and demonstrating the mechanics of the assessment software. It must also:  \no includ","cbCaid6lF4b3moeH","https://ap.wps.com/l/cbCaid6lF4b3moeH","pdf",676960,"English","# Executive Summary\n# Introduction – Background of the North Carolina Kindergarten Entry Assessment\n## Research Phase 1 – NC KEA Pilot\n## Research Phase 2 – Initial Statewide Implementation\n## Research Phase 3 – Implementation Teams, Feedback Loops, and Structures of Support\n# Previous Research on Formative Assessment and KEAs Across the United States\n# Preparing Teachers to Make Valid Placements on Developmental Progressions\n## Understanding the Purpose of Authentic Formative Assessments for Young Children\n## Specific Steps for Preparing Teachers to Make Valid Placements Using AFA Measures\n# Conclusion\n# References","[{\"question\":\"What is the purpose of the NC KEA in early childhood classrooms?\",\"answer\":\"The NC KEA is implemented at the start of kindergarten to show where students stand across developmental domains. It helps teachers understand each child’s strengths and identify support needs for planning next learning steps.\"},{\"question\":\"Why is formative assessment challenging for teachers and schools?\",\"answer\":\"Evidence indicates variability in how teachers understand the NC KEA’s purpose, how faithfully the process is implemented, and how information is applied to classroom practices.\"},{\"question\":\"What main areas do the report’s recommendations cover for implementing the new KEA measure in fall 2020?\",\"answer\":\"The recommendations are grouped into three broad areas: initial and ongoing professional development, supporting implementation practices, and administrative best-practices to guide the transition.\"}]","Recommendations for the Implementation of a Statewide Formative Assessment Process | PDF",1792044536,176]