NORTH CAROLINA END-OF-GRADE TESTING PROGRAM (p.1)
End-of-Grade Open-Ended Testing (p.3)
Source: North Carolina End-of-Grade Testing Program pamphlet. (1992-93). Testing Section, Division of Accountability Services, North Carolina Department of Public Instruction.
If you have questions or suggestions about this file, contact me at the email address below.
Houghton@wcuvax1.wcu.edu
BACKGROUND INFORMATION ON THE END-OF-GRADE TESTS
During this decade and for many decades to come, North Carolina students will need to move far beyond the mastery of basic skills to the mastery of higher level skills. The curriculum and tests used in the past were designed before technology reshaped the world. A global marketplace has emerged, and only those individuals that are adequately prepared will be successful.
The term "higher level skills" refers to the thinking and problem solving strategies that enable people to access, sort, and digest enormous amounts of information. It refers to the skills required to solve complex problems and to make informed choices and decisions. It also refers to advanced communication skills that enable individuals to express and share what they know and to work well with others. (Refer to Appendix A for information regarding higher level thinking skills.)
The revised Standard Course of Study is the state-adopted curriculum requested by the General Assembly that defines what children are expected to know and do at every grade level. With its close connection to national curricula and to standards in other industrialized nations, the Standard Course of Study is designed to help students compete in a changing, complex world.
The new End-of Grade Tests are closely aligned to the higher standards of North Carolina's Standard Course of Study and reflect national standards for student performance and the educational requirements in other industrialized nations. The tests also place increased emphasis on higher level thinking and application skills that move students beyond knowledge and recall to application and problem-solving.
The field-test items were written by advisory gorups composed of teachers, administrators, university representatives, North Carolina State Department of Education Curriculum Specialists from each of the particular content areas and representatives from the Division of Accountability Services. Alternative assessments were sampled from other states, such as Massachusetts and Maine. The advisory groups reviewed items before field testing occurred.
After the field test the advisory groups met, established standards, and developed general and specific scoring rubrics for some of the items. A rubric is the standard used for scoring items. General rubrics for the reading, math, and social studies open-ended items are located in Appendix B of this booklet. These rubrics and sample (anchor) papers were used to train readers when the student responses were scored. The rubrics developed to score the items and the anchor papers chosen to demonstrate a particular score point were representative of the standards set in reading, mathematics, and social studies.
The following is a brief outline of what may be expected in the open-ended test items:
Houghton@wcuvax1.wcu.edu