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It describes test purposes for school accountability and federal reporting, and provides the curriculum cycle from 2017 adoption through operational administration in Edition 5. It details item development practices, standard prioritization, domain weight distributions, Depth of Knowledge item ranges, and grade-level assessed standards across literature, informational text, and language.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/end-of-grade-reading-tests-at-grades-38-north-carolina-test-specifications/456154/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/end-of-grade-reading-tests-at-grades-38-north-carolina-test-specifications/456154.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Grades 3–8 EOG Reading Tests in North Carolina?","Question",{"text":112,"@type":113},"The tests measure students’ reading proficiency in ELA and support school accountability under the accountability model and federal reporting.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are standards prioritized for test design?",{"text":117,"@type":113},"Educators collaborate to recommend relative importance, instructional time, and appropriateness for assessment. NCDPI staff then review these recommendations to adopt final weight distributions by grade and domain.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the tables specify about test content distribution?",{"text":121,"@type":113},"The document provides domain weight distributions by grade bands and item distribution ranges by Depth of Knowledge (DOK). It also lists which literature, informational text, and language standards are assessed at each grade.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},456154,1790818828,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","End-of-Grade Reading Tests at Grades 3–8 North Carolina Test Specifications  \nPurpose of the Tests  \nThe Grades 3–8 End-of-Grade (EOG) Reading Tests measure students’reading proficiency on the North Carolina Standard Course of Study (NCSCOS) for English Language Arts, adopted by the North Carolina State Board of Education in June 2017.  \nTest results are used for school accountability under the accountability model and for federal reporting purposes.  \nCurriculum Cycle  \nApril 2017: North Carolina Board of Education adoption of the NCSCOS for English Language Arts  \n2017–18: Item development for the EOG Reading Tests  \n2018–19: Administration of embedded field test items for the EOG Reading Tests  \n2020–21: First operational administration of the EOG Reading Tests (Edition 5)  \nDeveloping Tests  \nNorth 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 EOG 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’s Department of Public Instruction (NCDPI)’s Test Development Section invited North Carolina educators to collaborate and develop recommendations for a prioritization of the standards, indicating  \nthe 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 NCDPI met to review these recommendations from teacher panels and adopt final weight distributions across the domains for each grade level.  \nTables 1 and 2 describe the range of total items by domain and Depth of Knowledge (DOK) that will appear on the EOG Reading Tests. The EOG only assesses reading standards. Tables 3–5 show the standards that are assessed on the EOG Reading Test at each grade .  \nTable 1. EOG Reading grades 3–8 domain weight distributions.  \n\n| Domain | Grades 3–5 | Grades 6–8 |\n| --- | --- | --- |\n| Reading for Literature | 38–42% | 36–41% |\n| Reading for Informational Text | 46–50% | 43–47% |\n| Language | 13–15% | 11–16% |\n| Total | 100% | 100% |\n\nTable 2. EOG Reading grades 3–8 item by DOK distribution .  \n\n| Grade (s) | DOK 1 | DOK 2 | DOK 3 |\n| --- | --- | --- | --- |\n| 3 | 20–40% | 60–80% | – |\n| 4 | 12–25% | 50–75% | 5–10% |\n| 5 | – | 75–90% | 10–25% |\n| 6–8 | – | 60–82% | 18–40% |\n\nTable 3. EOG Reading grades 3–8 Reading for Literature domain standards assessed by grade .  \n\n| Standard | Grade 3 | Grade 4 | Grade 5 | Grade 6 | Grade 7 | Grade 8 |\n| --- | --- | --- | --- | --- | --- | --- |\n| RL.1 | Yes | Yes | Yes | Yes | Yes | Yes |\n| RL.2 | Yes | Yes | Yes | Yes | Yes | Yes |\n| RL.3 | Yes | Yes | Yes | Yes | Yes | Yes |\n| RL.4 | Yes | Yes | Yes | Yes | Yes | Yes |\n| RL.5 | No | No | No | Yes | Yes | No |\n| RL.6 | No | No | Yes | Yes | Yes | Yes |\n| RL.7 | No | No | No | No | No | No |\n| RL.8 | No | No | No | No | No | No |\n| RL.9 | No | No | No | No | No | No |\n| RL.10 | No | No | No | No | No | No |\n\nTable 4. EOG Reading grades 3–8 Reading for Information domain standards assessed by grade .  \n\n| Standard | Grade 3 | Grade 4 | Grade 5 | Grade 6 | Grade 7 | Grade 8 |\n| --- | --- | --- | --- | --- | --- | --- |\n| RI.1 | Yes | Yes | Yes | Yes | Yes | Yes |\n| RI.2 | Yes | Yes | Yes | Yes | Yes | Yes |\n| RI.3 | Yes | Yes | Yes | Yes | Yes | Yes |\n| RI.4 | Yes | Yes | Yes | Yes | Yes | Yes |\n| RI.5 | No | Yes | No | Yes | Yes | Yes |\n| RI.6 | No | No | No | Yes | Yes | Yes |\n| RI.7 | No | No | No | No | No | No |\n| RI.8 | Yes | Yes","cbCaiclqmf0nOK1I","https://ap.wps.com/l/cbCaiclqmf0nOK1I","pdf",129500,"English","# Purpose of the Tests\n# Curriculum Cycle\n# Developing Tests\n# Prioritization of Standards\n# Domain and DOK Distributions\n## Table 1: Domain weight distributions\n## Table 2: Item distribution by DOK\n# Assessed Standards by Grade\n## Table 3: Reading for Literature\n## Table 4: Reading for Informational Text\n## Table 5: Language\n# Cognitive Rigor and Item Complexity\n# Testing Structure and Test Administration\n## Table 6: Selections and items by grade band","[{\"question\":\"What is the purpose of the Grades 3–8 EOG Reading Tests in North Carolina?\",\"answer\":\"The tests measure students’ reading proficiency in ELA and support school accountability under the accountability model and federal reporting.\"},{\"question\":\"How are standards prioritized for test design?\",\"answer\":\"Educators collaborate to recommend relative importance, instructional time, and appropriateness for assessment. NCDPI staff then review these recommendations to adopt final weight distributions by grade and domain.\"},{\"question\":\"What do the tables specify about test content distribution?\",\"answer\":\"The document provides domain weight distributions by grade bands and item distribution ranges by Depth of Knowledge (DOK). It also lists which literature, informational text, and language standards are assessed at each grade.\"}]","End-of-Grade Reading Tests at Grades 3–8 North Carolina Test Specifications | PDF",1790745242,13]