State Superintendent June Atkinson
February 3, 5 & 6, 2015

http://www.ncpublicschools.org/docs/intern
-research/reports/testing2014.pdf
Guiding Principles
1. Given current technology, it is increasingly
easier to include assessments as an integral
part of the instructional process rather than
waiting to the end of the year to do statewide
testing.
2. Interim-type assessments have the potential to
influence instructional and learning practices as
compared to summative assessments.
Guiding Principles (cont.)
3. State law requires the State Board of Education
to “implement national assessments the Board
deems to be aligned with standards to assess
student achievement.”
Guiding Principles (cont.)
4. During the past 15 years, more and more school
districts have added scheduled, interim
assessments, thus increasing the number of
tests students take.
5. By definition, summative tests are snapshots,
with a minimum number of questions to support
reliability and validity. Using them as diagnostic
assessments is inappropriate.
Guiding Principles (cont.)
6. Any assessment should be aligned to standards;
otherwise, they are unfair to students, teachers,
and schools.
7. Any assessment system should allow feedback
that improves instruction.
Grades 3-8 Testing
•
•
•
Rationale
Four interim assessments administered
online throughout the year for Math,
English Language Arts/Reading
• Focus on student mastery of
content divided into four modules
• Grade level proficiency
demonstrated by meeting the
proficiency standards on the four
modules
Growth analysis determined by using
module assessment data
•
•
Summative test administered for one
grade each year. For example, 5th grade
in year 1, 4th grade in year 2
•
•
•
•
•
Eliminates end-of-grade tests
Empowers teachers/schools to
administer tests at different times
Reduces number of assessments LEAs
require
Gives immediate feedback to determine
learning gaps
Allows more authentic problem based
assessments
Reduces number of tests
Provides snapshot for public reporting
Grades 9-12*
Testing**
•
•
•
Pre-assessment in grade 9, for example,
Explore (ACT)
• Results used to determine student
growth
Diagnostic assessment, Plan (ACT), in
grade 10
ACT (or similar national assessment
aligned to standards) to determine
college readiness
Rationale
•
•
•
•
•
•
WorkKeys to determine career readiness
•
•
Gives comparisons of North Carolina to
other states
Meets state law requirements for a
national assessment
Used as a factor to determine admission
to colleges and universities
Provides diagnostic information to
empower instructional and learning
practices
Involves all teachers to ensure readiness
for the next step
Meets requirements for career ready
Recognized in business/industry as an
indicator of being career ready
*Note: other accountability measures should include
• Math rigor (4th level math, GPA 2.6 enables students to enter community colleges)
• Graduation rate
• Percent of students passing Advanced Placement courses, community college courses, university courses by the
end of the 12th grade
**All students would take final exams, either those provided by the Department of
Public Instruction or by local school district. These exams would be taken during
the exam time scheduled for each high school, but the results would not be a part
of the accountability system.
 Send
your feedback to
jamie.woodlief@dpi.nc.gov

Inventory Tool for LEAs to evaluate testing
strategies
◦ Can be used for discussion with parents, local school
boards and the community about




how much locally mandated testing is occurring,
how much testing is appropriate,
whether tests are being used appropriately, and
how much testing is within local control.
◦ Results in
 greater transparency about testing taking place,
 a broader understanding of formative and summative
assessments and their place in the classroom, and
 the elimination of some unnecessary testing.

The inventory may be accessed at
http://www.achieve.org/assessmentinventory