Definitions of FARROP Terminology
Dimensions: There are ten dimensions of formative assessment practice that identify important aspects of practice from the definition of formative assessment and the attributes of effective formative assessment.
Rubrics: Each dimension has a rubric that describes four levels of practice.
Indicators: Each rubric details multiple aspects of practice that are called indicators.
Observation Notes: After each rubric there is a page of observation notes that elaborate on terms used in the rubric and that describe how to handle specific cases during an observation.
For each of the ten dimensions a rubric is provided and observation notes addressing particular aspects of the rubric. The rubric is organized as a table with a set of columns which, reading from left to right, describe a novice or incomplete implementation to a more expert level of implementation.
Each rubric describes both the teacher role in a particular formative assessment dimension and also the student role. The rubrics describe the level of implementation of a particular aspect of practice, not the level of expertise of a teacher.
There are four levels or categories of implementation for each rubric. The levels are referred to both by names and by numbers to indicate a progression of skills and abilities:
Reading across the levels, will give a picture of what improving practice might look like on each dimension.
Reading down through the highest levels of practice for each dimension provides a way to think about the breadth of the domain of formative assessment.
Note that the evidence may not match exactly to the description of one level but rather cut across two. In such a case use professional judgment to select the level that is most representative of the observed practice.