[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-474082-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-474082-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","end-of-course-nc-math-1-and-nc-math-3-tests-test-specifications","End-of-Course NC Math 1 and NC Math 3 Tests - Test Specifications","","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. 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Results are used as part of the student’s final course grade, for school and district accountability, and for federal reporting.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How are the tests developed and reviewed?",{"text":67,"@type":63},"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.",{"name":69,"@type":60,"acceptedAnswer":70},"How is the test content distributed across domains and Depth of Knowledge (DOK)?",{"text":71,"@type":63},"Tables in the specifications provide domain weight distributions for each course and DOK percentage ranges (DOK 1, DOK 2, DOK 3). 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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.  \nFor 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.  \nPrioritization of Standards  \nMembers 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.  \nSubsequently, Academic Standards and Test Development staff from the  \nNCDPI met to review the recommendations from the teacher panels and adopt final weight distributions across the domains for each course .  \nSome 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.  \nTables 1 and 2 describe the range of total items by domain and Depth of Knowledge (DOK) that will appear on the EOC Mathematics Tests.  \nTable 1 . EOC Mathematics domain weight distributions .  \n\n| Domain | NC Math 1 | NC Math 3 |\n| --- | --- | --- |\n| Number and Quantity and Algebra | 36–40% | 32–36% |\n| Functions | 32–36% | 32–36% |\n| Geometry | 8–12% | 20–24% |\n| Statistics and Probability | 18–20% | 8–12% |\n| Total | 100% | 100% |\n\nTable 2. EOC Mathematics item by DOK distribution .  \n\n| Course | DOK 1 | DOK 2 | DOK 3 |\n| --- | --- | --- | --- |\n| NC Math 1 | 20–30% | 60–65 % | 8–12% |\n| NC Math 3 | 20–30% | 60–65% | 8–12% |\n\nCognitive Rigor and Item Complexity  \nTest 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 .  \nItems on the EOC assessments cover the full breadth and depth of courselevel cognitive expectation that can be assessed using the current test format.  \nTesting Structure and Test Administration  \nTable 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","cbCailu2GWcXIvej","https://ap.wps.com/l/cbCailu2GWcXIvej","pdf",161654,"English","# Purpose of the Tests\n# Curriculum Cycle\n# Developing Tests\n# Prioritization of Standards\n## Test Coverage Limits\n# Tables 1–2: Domain and DOK Distributions\n# Cognitive Rigor and Item Complexity\n# Testing Structure and Test Administration\n## Tables 3–4: Item Counts and Calculator Policies\n# Testing Time and Administration Requirements\n# Test Cycle and Delivery Mode","[{\"question\":\"What is the purpose of the NC Math 1 and NC Math 3 End-of-Course tests?\",\"answer\":\"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.\"},{\"question\":\"How are the tests developed and reviewed?\",\"answer\":\"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.\"},{\"question\":\"How is the test content distributed across domains and Depth of Knowledge (DOK)?\",\"answer\":\"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.\"}]","End-of-Course NC Math 1 and NC Math 3 Tests - Test Specifications | PDF",1790783542,13]