End-of-Course NC Math 1 and NC Math 3 Tests - Test Specifications

Sep 30, 2026

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End-of-Course NC Math 1 and NC Math 3 test specifications describe how North Carolina’s EOC Mathematics assessments measure student proficiency against the NCSCOS adopted in June 2016. The document sets out policy use of results for course grade impact, accountability, and federal reporting, and explains the test development cycle, item-writing and review process, standard prioritization, and limits on what can be assessed. It also specifies item distributions by domain and Depth of Knowledge, testing structure, calculator policies, and administration timing and delivery expectations.

LanguageEnglish

CategoryExam

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Purpose of the Tests

Curriculum Cycle

Developing Tests

Prioritization of Standards

Test Coverage Limits

Tables 1–2: Domain and DOK Distributions

Cognitive Rigor and Item Complexity

Testing Structure and Test Administration

Tables 3–4: Item Counts and Calculator Policies

Testing Time and Administration Requirements

Test Cycle and Delivery Mode

End-of-Course NC Math 1 and NC Math 3 Tests North Carolina Test Specifications Purpose of the Tests The NC Math 1 and NC Math 3 End-of-Course (EOC) Tests measure students’proficiency on the North Carolina Standard Course of Study (NCSCOS) for Mathematics, adopted by the North Carolina State Board of Education in June 2016. North Carolina State Board of Education Policy Requirements Regarding Endof-Course Assessments (TEST-003) directs schools to use the results from all operational end-of-course (EOC) assessments as at least twenty percent (20%) of the student’s final course grade. Test results will be used for school and district accountability under the accountability model and for federal reporting purposes. Curriculum Cycle June 2016 : The North Carolina State Board of Education adoption of the NCSCOS for Mathematics 2016–17 : Items developed for the EOC Mathematics Tests 2017–18: Administration of embedded field test items for the EOC Mathematics Tests 2018–19: First operational administration of EOC Mathematics Tests (Edition 5) Developing Tests North Carolina educators were recruited and trained to write new items. The diversity among item writers and their knowledge of the current standards was addressed during recruitment. Trained North Carolina educators also review items and suggest improvements, if necessary. The use of North Carolina educators to write and review items strengthens evidence of content validity of EOC assessments. For an in-depth explanation of the test development process, see North Carolina State Board Policy TEST-013: Multiple Choice Test Development or reference the Test Development Process: Item, Selection, and Form Development document. Prioritization of Standards Members of the North Carolina Department of Public Instruction (NCDPI)’s Test Development Section invited North Carolina educators to collaborate and develop recommendations for a prioritization of standards indicating the relative importance of each standard, the anticipated instructional time, and the appropriateness of the standard for test design. Subsequently, Academic Standards and Test Development staff from the NCDPI met to review the recommendations from the teacher panels and adopt final weight distributions across the domains for each course . Some content standards in the NCSCOS for Mathematics will not be directly assessed in the tests because either (1) the standard cannot be appropriately assessed during a limited time test using multiple-choice and/or gridded-response items and/or technology-enhanced items or (2) the standard is better assessed through another, more inclusive standard. Tables 1 and 2 describe the range of total items by domain and Depth of Knowledge (DOK) that will appear on the EOC Mathematics Tests. Table 1 . EOC Mathematics domain weight distributions . | Domain | NC Math 1 | NC Math 3 | | --- | --- | --- | | Number and Quantity and Algebra | 36–40% | 32–36% | | Functions | 32–36% | 32–36% | | Geometry | 8–12% | 20–24% | | Statistics and Probability | 18–20% | 8–12% | | Total | 100% | 100% | Table 2. EOC Mathematics item by DOK distribution . | Course | DOK 1 | DOK 2 | DOK 3 | | --- | --- | --- | --- | | NC Math 1 | 20–30% | 60–65 % | 8–12% | | NC Math 3 | 20–30% | 60–65% | 8–12% | Cognitive Rigor and Item Complexity Test items for the EOC Mathematics Tests have been designed, developed, and classified to ensure that the cognitive rigor of the operational test forms align to the cognitive complexity and demands of Webb’s Depth of Knowledge and the NCSCOS for Mathematics . Items on the EOC assessments cover the full breadth and depth of courselevel cognitive expectation that can be assessed using the current test format. Testing Structure and Test Administration Table 3 provides the number of operational and field test items for EOC Mathematics Tests. Included in the total item counts are embedded field test items that will not be included a

FAQs

What is the purpose of the NC Math 1 and NC Math 3 End-of-Course tests?

The tests measure student proficiency on the North Carolina Standard Course of Study for Mathematics. Results are used as part of the student’s final course grade, for school and district accountability, and for federal reporting.

How are the tests developed and reviewed?

North Carolina educators are recruited and trained to write new test items, and trained educators review items and suggest improvements as needed. Using North Carolina educators for writing and review is intended to strengthen evidence of content validity.

How is the test content distributed across domains and Depth of Knowledge (DOK)?

Tables in the specifications provide domain weight distributions for each course and DOK percentage ranges (DOK 1, DOK 2, DOK 3). The document explains that some standards may not be directly assessed due to format and time constraints or because they are better assessed through other standards.

Sep 30, 2026

Upload by OmBimo