Assessments may take the form of these state developed materials, adaptations of these materials, or unique assessments adopted by local school boards. The intended purposes of these assessments are:
  • To provide information about progress of each student for instructional adaptations and early interventions.
  • To provide next-year teachers with information about the status of each of their incoming students.
  • To inform parents about the status of their children relative to grade-level standards at the end of the year
  • To provide the school and school district information about the achievement status and progress of groups of students in grades 3, 4, and 5.

The North Carolina Department of Public Instruction is committed to continued development of quality teaching and on-going classroom assessment as essential preparation for the students to master rigorous standards as defined by the NC Standard Course of Study: Common Core State Standards and Essential Standards. We believe the strategies that engage students in self-assessment, greater ownership of their learning, communicating, reasoning, problem posing and problem solving result in long-term growth and learning.
Therefore, the Formative Instructional and Assessment Tasks for Mathematics are designed to clarify the bond that links quality assessment and effective teaching- and subsequently effective schools. Learning takes place one student at a time, and quality teaching and assessment is essential in ensuring that every public school student will graduate from high school, globally competitive for work and post-secondary education and prepared for life in the 21st Century.
These state-developed assessment materials are aligned with the Common Core State Standards for Mathematics and may be adopted or modified as appropriate for individual school districts. As you use them with students, add to and adapt the materials in order to make them useful for each school’s unique situation. The North Carolina Department of Public Instruction appreciates any suggestions and feedback, which will help improve upon this resource.
Feedback may be sent to NCDPI Elementary Mathematics Consultants Kitty Rutherford kitty.rutherford@dpi.nc.gov or Denise Schulz denise.schulz@dpi.nc.gov .


The Purpose of the Formative Instructional and Assessment Tasks


The Components of the Formative Instructional & Assessment Tasks


Selecting an Assessment Task


Assessing Students


Interpreting Data and Making Inferences


Contributors:
A Special Thank-You
The development of the NC Department of Public Instruction 3-5 Formative Instructional and Assessment Tasks was a collaborative effort with a diverse group of dynamic teachers, coaches, administrators, university faculty, and NCDPI staff. We are very appreciative of all of the time, support, ideas, and suggestions made in an effort to provide North Carolina with quality formative assessment items for third, fourth, and fifth grade. They volunteered their time and effort to develop the 3-5 Formative Instructional and Assessment Tasks. The North Carolina Department of Public Instruction appreciates any suggestions and feedback, which will help improve upon this resource. Please send all correspondence to Kitty Rutherford (kitty.rutherford@dpi.nc.gov) or Denise Schulz (denise.schulz@dpi.nc.gov).

3-5 Assessment Writing Committee
Rebecca Borowski, Cumberland County
Chris Carter, Guilford County
Susan Cobb, Alamance-Burlington Schools
Dawne Coker, Cumberland County
Renee Peoples, Cherokee County
Drew Polly, University of North Carolina-Charlotte

Kitty Rutherford, NCDPI Elementary Consultant
Denise Schulz, NCDPI Elementary Consultant