Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Formative Evaluation | 5 |
| Program Implementation | 5 |
| Testing Programs | 5 |
| Student Evaluation | 4 |
| Kindergarten | 3 |
| Primary Education | 3 |
| School Readiness | 3 |
| Benchmarking | 2 |
| Data Use | 2 |
| Faculty Development | 2 |
| Teacher Attitudes | 2 |
| More ▼ | |
Author
| Ferrara, Angela M. | 3 |
| Lambert, Richard G. | 3 |
| Abrams, Lisa M. | 1 |
| Chen-Gaddini, Min | 1 |
| Finkelstein, Neal D. | 1 |
| Flaherty, John, Jr. | 1 |
| Heredia, Alberto | 1 |
| Holcomb, T. Scott | 1 |
| Klarin, Becca | 1 |
| Li, Zhi | 1 |
| Lin, Van-Kim | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Tests/Questionnaires | 2 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 5 |
| Early Childhood Education | 3 |
| Kindergarten | 3 |
| Primary Education | 3 |
| Junior High Schools | 2 |
| Middle Schools | 2 |
| Secondary Education | 2 |
Audience
Location
| North Carolina | 3 |
| California | 1 |
| Virginia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textHolcomb, T. Scott; Li, Zhi; Ferrara, Angela M.; Lambert, Richard G. – Center for Educational Measurement and Evaluation, 2020
This study gathered information from practitioners on their perspectives of experiences implementing the North Carolina Kindergarten Entry Assessment (NC KEA). Initially, practitioners were invited to complete an online survey asking them to rate or provide information about several aspects related to implementing the assessment process. In total,…
Descriptors: Testing Programs, Program Implementation, Primary Education, Formative Evaluation
Ferrara, Angela M.; Lin, Van-Kim; Lambert, Richard G. – Center for Educational Measurement and Evaluation, 2017
The 2016-2017 academic year marks the second year of statewide implementation of the North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (FAPKEA). The assessment, developed and implemented by the Office of Early Learning (OEL) at the North Carolina Department of Public Instruction, is a comprehensive formative assessment…
Descriptors: Testing Programs, Program Implementation, Primary Education, Formative Evaluation
Ferrara, Angela M.; Lambert, Richard G. – Center for Educational Measurement and Evaluation, 2016
The North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (NC K-3 FAP: KEA) is the initial step in the development of a comprehensive formative assessment process for young children from kindergarten entry through the end of third grade. The purpose of this qualitative study was to gather teacher and administrator feedback…
Descriptors: Testing Programs, Program Implementation, Primary Education, Formative Evaluation
Peer reviewed
Direct linkAbrams, Lisa M.; McMillan, James H.; Wetzel, Angela P. – Educational Assessment, Evaluation and Accountability, 2015
In response to US accountability policies and yearly performance targets, school districts are implementing periodic or benchmark assessments to provide teachers with data to improve instruction and student achievement. The tests are typically given quarterly to track student progress toward yearly accountability goals, as well as to inform…
Descriptors: Benchmarking, Formative Evaluation, Program Implementation, Best Practices
Flaherty, John, Jr.; Sobolew-Shubin, Alexandria; Heredia, Alberto; Chen-Gaddini, Min; Klarin, Becca; Finkelstein, Neal D. – WestEd, 2014
Math in Common® (MiC) is a five-year initiative that supports a formal network of 10 California school districts as they implement the Common Core State Standards in mathematics (CCSS-M) across grades K-8. As the MiC initiative moves into its second year, one of the central activities that each of the districts is undergoing to support CCSS…
Descriptors: Benchmarking, Formative Evaluation, Program Implementation, Middle Schools
