Understanding North Carolina End-of-Grade Testing. Assessment Brief, Volume 5, Number 3.Report as inadecuate




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In response to legislation passed by the 1989 North Carolina General Assembly, the State Board of Education developed and initially implemented End-of-Grade Tests (EOG) for grades 3 through 8 in the areas of reading and mathematics effective with the 1992?93 school year. These curriculum-based multiple-choice achievement tests are specifically aligned to the North Carolina Standard Course of Study and include a variety of strategies to measure the academic performance of North Carolina students. North Carolina State Board of Education for each grade are organized into four strands: (1) number sense, numeration, and numerical operations; (2) spatial sense, measurement, and geometry; (3) patterns, relationships, and functions; and (4) data, probability, and statistics. The mathematics EOG tests are administered in two parts: Calculator Inactive and Calculator Active. Students are not allowed to use calculators during the Calculator Inactive part of the test. Students are allowed to use calculators during the Calculator Active part of the test. Both parts of the test require students to interpret information from problems in context in order to generate the appropriate responses to the test questions. The North Carolina End-of-Grade (EOG) Test?Reading Comprehension assesses reading by having students read both literary and informational selections and then answer questions related to the selections. Knowledge of vocabulary is assessed indirectly through application and understanding of terms within the context of the selections and questions.

Descriptors: State Standards, Reading Comprehension, Reading Achievement, Mathematics Achievement, Standardized Tests, Student Evaluation, Achievement Tests, Elementary School Students, Scores, Accountability











Author: 21st Century School Fund

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8100&id=ED485439







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