Frequently Asked Questions



Q. What is the purpose of the NC K-3 Formative Assessment Process?

A. The goal of the NC K-3 Formative Assessment Process is to support teachers’ efforts to improve the experiences and outcomes for young children. Therefore, the purpose is to provide feedback to teachers and students so they may adjust ongoing teaching and learning to help achieve instructional outcomes.

Q. What is the Kindergarten Entry Assessment?

A. The NC K-3 Formative Assessment Process will include a kindergarten entry assessment process. This process will generate a Child Profile within the first 60 days of kindergarten entry for each child and will serve as the baseline for the broader K-3 assessment. This process will also meet the legislative requirements for a screening for reading and mathematics within the first 30 days of kindergarten.

Q. Can charter schools opt to use the K-3 Assessment process?

A. Yes. Charter schools have the option to use the K-3 formative assessment process. If a charter school opts to use the K-3 process, then the state would cover the cost for that school since charter schools are considered part of the public education system.

Q. Will this assessment be used to evaluate teachers (Standard 6)?

A. The NC K-3 Formative Assessment Process will not be used for accountability or high-stakes purposes (e.g., to evaluate teachers or ELD programs). In addition, the K-3 Assessment will include careful safeguards to prevent misuse of the information in decisions made about individual children. Additional information about the K-3 Assessment Guiding Principles that have been approved by the NC State Board of Education can be found here http://rtt-elc-k3assessment.ncdpi.wikispaces.net/About+the+K-3+Assessment.

Q. How will the NC K-3 Assessment address students with special needs?

A. The NC K-3 Formative Assessment Process will be constructed in accordance with the principles of universal design. It will be developmentally, culturally, and linguistically appropriate. It will provide information about children with high needs to inform support programs. Accommodations for children with disabilities may be needed but should be minimized based on design.

Q. What format will be used to assess students and who is responsible for administering the assessment?

A. The format design is yet to be developed. However, the assessment will utilize a digital platform which will be accessible using existing technologies. The K-3 Assessment will be formative in nature, therefore teachers, students, families, administrators and other school support personnel will participate in the assessment process.

Q. What does this mean for pre-kindergarten teachers and students?

A. It means increased alignment and collaboration. The NC K-3 Formative Assessment Process includes intentional alignment to the North Carolina’s Early Learning and Development Standards. It addresses the five domains of learning and development currently utilized in pre-K programs and continues through grade 3.

Q. Will professional development/ technical assistance be provided?

A. A Race to the Top Early Learning Challenge (RTT-ELC) Educational Consultant will provide professional development/technical assistance in each region of the state during the implementation phase.

Q. Is the NC K-3 Formative Assessment Process aligned to the North Carolina Standard Course of Study?

A. The NC K-3 Formative Assessment Process development process includes intentional alignment to the North Carolina Standard Course of Study (which is comprised of the Common Core State Standards and the NC Essential Standards) and North Carolina’s Early Learning and Development Standards.

Q. What is the timeline for statewide implementation?

A. The design and development of the NC K-3 Formative Assessment Process will occur from Spring 2013 - Summer 2014. Initial Implementation, including usability testing, will occur Fall 2014 - Spring 2015. Statewide implementation will then begin Summer 2015.