DRAFT
Through-Grade Assessment
Model:
Proof of Concept Study
2015–16
Dr. Nancy Carolan, Ms. Hope Lung
NC Department of Public Instruction
Collaborative Conference on Student Achievement
March 2016
Proof of Concept Study
Purposes and Design
2
Purposes–Grades 3-8
Valid and reliable measures of content
standards
Growth data for educator effectiveness reports
Assessments throughout the year that inform
and guide instruction and that may predict
performance on future assessments
Conduct research
3
Research Questions
 Determine the feasibility of implementing the concept across
grades 3–8
 Do interim results provide teachers and students with useful
information to inform and improve the delivery of instruction?
 Will interim assessments predict performance on the end-ofyear test?
 Does the structure of the content standards require adjusting
design of the through-grade model?
 Is it feasible to incorporate constructed-response items or
writing prompts on the interim assessments?
4
15-16 Proof of Concept Design
Students take 3 interim assessments during the
school year
 The interim assessments are not included in
accountability calculations
Students take a shortened end-of-year test
 End-of-grade test without embedded field test
items
 The modified end-of-year test is included in
accountability calculations
5
15-16 Grades 3-8 Concept Design
Interim 1
Interim 2
Interim 3
End-of-Year
(Assess entire
year)
Note: Design could be altered based on outcome of study
6
Timeline Based on Current Design
Year
Administration
2015–16 Proof of Concept
(sample population)
Grade Levels
Grade 5: Math
Grade 6:
ELA/Reading
2016–17 Field Test
(sample population)
Or
Release RFP for
assessment
Grades 3–8: Math
Grades 4–8:
ELA/Reading
2017–18 Pilot Operational
Year
(statewide)
Grades 3–8: Math
Grades 4–8:
ELA/Reading
Purpose
Determine
feasibility of
concept
Summer 2016:
Decision-point of
how to proceed
Test items for
inclusion in
operational test
forms
Full Implementation
7
Proof of Concept Study
Sample and Specifications
8
Sample―Grades 5 and 6
• Grade 5 Math — 45 schools, 4,021 students
• Grade 6 ELA/Reading ― 35 schools, 4,859 students
• Generalizable to the entire state
• Stratified random sample pulled based on variables
• Demographic variables: region, ethnicity, gender,
economically disadvantaged
• School-level achievement variable: mean scale score
• Notification sent July 13, 2015
9
Interim Assessments―Test Specifications
 Test specification development is step 2 in the test development
process
 Meetings held late June and early July
 Invitees selected by NCDPI Curriculum and Instruction Mathematics
and ELA
 Active grade 5 Math and grade 6 ELA classroom teachers, instructional
coaches, and LEA curriculum and instruction leaders
 First half of meeting―Training by NCDPI Curriculum and Instruction
 Second half of meeting—NCDPI Test Development collected feedback
and recommendations
 Test Development team discusses teacher recommendations with
NCDPI Curriculum and Instruction to finalize test specifications
https://center.ncsu.edu/ncaccount/
 Feedback will be collected from sampled schools throughout the
year
10
Interim Design—Grade 5 Math
• Calculator active and inactive sections
• 25 Items
• 21 multiple-choice items (8 calc. inactive, 13 calc. active)
• 4 gridded-response items (calc. inactive)
• Interim 1: NBT.2, NBT.5, MD.5.b, MD.5.c
• Interim 2: NF.1, NF.2, NF.3, NBT.6, NBT.7 (addition and subtraction)
• Interim 3: NF.2, NF.4 a & b, NF.6, NF.7 a, b & c, NBT.7
• Assessment Specification documents
https://center.ncsu.edu/ncaccount/
• Answer sheets scanned and reports distributed by the LEA Test
Coordinator
11
Interim Design—Grade 6 ELA
• Standards assessed on each ELA interim assessment
 RL.1, RL.2, RL.3, RL.4, RL.5, L.4a, L.5.a
 RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.8
ELA
Interim
Number of
Poetry
Selections
Number of
Number of
~ Lexile Range
Informational Literature
Informational and
Selections
Selections Literature Selections
Interim 1
1
1
1
880L–980L
Interim 2
0
1
2
900L–1050L
Interim 3
0
2
1
980L–1230L
12
Interim Design—Grade 6 ELA
ELA
Interim
Number of
MC Items*
Number of
CR Items*
Total
Total Number
Number of
of Score
Items
Points
Interim 1
20
0
20
20
Interim 2
19
1
20
22
Interim 3
19
1
20
22
*Multiple-choice (MC), constructed response (CR)
CR item is short-answer and can typically be answered in a paragraph or less.
Students will respond to text. Lines are provided on the answer sheet.
Answer sheets returned to the LEA Test Coordinator (TC) to be shipped for
central scoring, reports returned within 8 days
LEA TC will return the answer sheets with student responses to teachers
13
Interim Design—Math and ELA
 Paper/pencil only to ensure participation
 Up to 90 minutes maximum test administration time
 Items pulled from the end-of-grade item pool (if
available)
 Assessment Specification documents
https://center.ncsu.edu/ncaccount/
 May need to create a new NC Education account to access
14
Proof of Concept Study
Policy and Administration
15
Interim Assessment Policy
 Testing Windows (3)
 Interim 1 October 1–30, 2015
 Interim 2 December 8, 2015–January 22, 2016
 Interim 3 March 3–31, 2016
 Districts/charters can determine the testing days within the designated
windows
 Interims are not required to be administered to all students on same
day, but should be administered within the same week
 Make-up administrations are optional but strongly recommended
 Should be administered by the classroom teacher
 Proctors are not required
 Administration does not require the removal of displays
16
Interim Assessment Policy
Eligibility
 Mathematics Grade 5
 All students enrolled in grade 5 at sampled schools who participate
in the EOG mathematics assessment
 English Language Arts/Reading Grade 6
 All students enrolled in grade 6 at sampled schools who participate
in the EOG English Language Arts/ reading assessment
 Both
 Transfer students−−Take the interim(s) and the modified end-ofgrade (EOG) test
 No opt out
17
Interim Assessment Policy
Students Not Eligible to Participate
 Students with disabilities whose IEP documents
participation in the NCEXTEND1 alternate assessment
 LEP students who scored below Level 4.0 Expanding on
the W-APT and are in their first year in U.S. schools are
not eligible to participate in the grade 6 ELA study, but
they are eligible to participate in the grade 5 math study
 Students who are granted a medical exception from the
Division of Accountability Services for the EOG
assessments
18
Interim Assessment Policy
Accommodations
 IEP, 504, and/or LEP teams do not have to reconvene
and document the accommodations for the Proof of
Concept Studies.
 Students may use the accommodations that are specified on
their current IEPs, Section 504 Plans, or LEP documentation
for the EOG for the modified end-of-year test.
 Instructional accommodations may be used for the interims
except for the Read Aloud and Signing/Cueing
accommodations for grade 6 ELA/Reading. Reading aloud or
signing/cueing the selections, questions, or answer choices
invalidates results because the interims measure reading
skills.
19
Interim Assessment Policy
Special Print Versions
 Braille, Large Print (LP), One Item Per Page (OIPP), and
Large Print One Item Per Page Editions (LP/OIPP) can
be ordered from TNN
 Accommodation Notification Request Forms for special
print versions do not need to be sent in for interim
assessments
 Submit orders at least 30 working days before the actual
administration date
20
Interim Assessment Policy
Materials
 Assessment Guide
– guide for interims (separate guides: 1 for
ELA/Reading; 1 for Math)
– guide for end-of year (separate guides: 1 for
ELA/Reading; 1 for Math)
 Answer sheets
 Test books (separate test books for the subjects)
21
Interim Assessment Policy
Required Supplemental Materials
 English Language Arts/Reading
 Blank paper
 Mathematics
 Blank paper
 Graph paper (auto shipped for interims and end-of-year)
 Calculators
– Any four-function calculator with memory key
22
Interim Assessment Policy
Security
 Assessment guides are not secure test materials
 Store at the school until all interims have been administered, then securely
destroy
 Following the administration, interim assessment booklets are to be kept at the
schools for 4 weeks, then securely destroyed
 Booklets must remain in the school
 Booklets should be accounted for at all times
 Local decision where booklets are stored at the school (not accessible to
students)
 Teachers should use the booklets with students in reviews
 Parents may view the booklets only within the school setting. The teacher may
share with parents the student’s scores on the items through customary
communication (i.e., individual parent/teacher conferences at the school)
 Interim assessments (booklets, items, content) cannot be shared with other
schools
23
Modified End-of-Grade Summative
Assessments for Concept Study
Participants
24
Summative Test Design—
Concept Study
• Administered to proof of concept interim
assessment sample
• Also administered to a “control” sample of
schools that did not take the interim assessments
• The modified end-of-grade (EOG) is a version of
the EOG test without the embedded field test
items
• Operational items are the same as the EOG
administered statewide
25
Summative Test Policy—
Concept Study
End-of-Year assessments follow the same guidelines as the End-ofGrade Assessments
– Multiple forms
– Test window
– Test security
– Supplemental materials
– Paper/pencil administrations only
– Submit accommodation notification forms
– Scanned locally
– Reporting
– Scores included in accountability calculations
26
Proof of Concept Study
Reporting
27
Analyze and Interpret
Interim Assessment Results
• What went well/what needs work (content
and instruction)
• Observe patterns
• Formulate inferences/verify inferences
• Draw conclusions which may lead to
changes in assessment or instruction
28
Use of Interim Assessment
Results
• Identify students who may need intervention prior to
additional assessments
• Data can be used to focus future instruction based
on student needs
High-quality corrective instruction
Enrichment activities
• Plan opportunities for students to show a new level
of understanding during instruction
29
ELA/Reading Grade 6 Class Roster
Class Rosters
Mathematics Grade 5 Class Roster
ELA/Reading Grade 6 Class Goal/Subscore Roster
Individual Student Report
Mathematics Grade 5 Class Goal/Subscore Roster
Individual Student Report
Individual Student Report ELA/Reading Grade 6
Class Item Report
Individual Student Report Mathematics Grade 5
Class Item Report
Class Item Report ELA/Reading Grade 6
Class Item Report Mathematics Grade 5
Class Item Report Mathematics Grade 5
Class Item Report
Item Number
7
9
10 13
14
15
16 17 18
Correct Answer
A
D
C
B
A
B
C
D
B
Student 1
A
D
C
B
A
D
A
B
C
Student 2
A
D
A
B
A
B
B
D
B
Student 3
A
D
C
B
A
B
C
D
C
Student 4
B
D
C
B
A
B
C
D
A
Student 5
B
D
B
B
A
D
C
A
D
Student 6
B
D
C
B
A
B
A
A
A
Student 7
B
D
A
B
C
D
A
D
B
Student 8
A
D
C
B
A
B
C
D
B
Student 9
B
D
C
B
C
B
C
A
B
Student 10
B
C
B
B
C
C
D
C
A
Student 11
A
D
C
B
A
B
B
A
B
Student 12
A
C
C
B
A
B
B
D
D
Student 13
B
D
C
B
B
B
B
A
B
Student 14
A
D
A
B
A
D
B
C
D
Student 15
A
D
C
B
A
B
C
D
B
*This is not actual data. The slide is for training purposes only.
Proof of Concept Study
Professional Development and
Communication
42
NCDPI/Curriculum and Instruction
• English Language Arts Grade 6
• Held three webinars
• August 19 - Standards Study
• August 20 -Text Complexity
• October 22
• www.edmodo.com Code:2d93zp
• Math Grade 5
• Held three face-to-face meetings in August, 2015
• Teachers preferred
• Travel reimbursed and CEUs granted
• NCDPI Mathematics Wiki:
http://maccess.ncdpi.wikispaces.net/Home
43
NCDPI/Accountability Services
• Held 6 webinars between July 13 and October 29, 2015
• Email list
• Proof of Concept Page on NC Education
•
•
•
•
•
•
•
https://center.ncsu.edu/ncaccount
Assessment Brief
Frequently Asked Questions
Talking Points
Gridded Response Practice Activity (shipped prior to Interim 1)
Sample Answer Sheets and Reports
Interim 2 ELA/Reading Constructed Response Item Scoring
Rubric
• Monthly updates provide to the NC State Board of
Education
44
Proof of Concept Study
Stakeholder Input
45
Surveys and Observations
• Surveys are distributed for each interim
assessment administration
•
•
•
•
Parent (link provided on student report)
Teacher
LEA test coordinator
Report turn around time
• Administration observations
• Testing Policy and Operations
• Regional Accountability Coordinators
46
Proof of Concept Study
Resources
47
NC Education Page
Use the following link to access presentations,
memos and resources
https://center.ncsu.edu/ncaccount
48
Questions?
49
DRAFT
Through-Grade Assessment
Model:
Proof of Concept Study
2015–16
Dr. Nancy Carolan, Ms. Hope Lung
NC Department of Public Instruction
Collaborative Conference on Student Achievement
March 2016
Proof of Concept Study
Purposes and Design
2
Purposes–Grades 3-8
Valid and reliable measures of content
standards
Growth data for educator effectiveness reports
Assessments throughout the year that inform
and guide instruction and that may predict
performance on future assessments
Conduct research
3
Research Questions
 Determine the feasibility of implementing the concept across
grades 3–8
 Do interim results provide teachers and students with useful
information to inform and improve the delivery of instruction?
 Will interim assessments predict performance on the end-ofyear test?
 Does the structure of the content standards require adjusting
design of the through-grade model?
 Is it feasible to incorporate constructed-response items or
writing prompts on the interim assessments?
4
15-16 Proof of Concept Design
Students take 3 interim assessments during the
school year
 The interim assessments are not included in
accountability calculations
Students take a shortened end-of-year test
 End-of-grade test without embedded field test
items
 The modified end-of-year test is included in
accountability calculations
5
15-16 Grades 3-8 Concept Design
Interim 1
Interim 2
Interim 3
End-of-Year
(Assess entire
year)
Note: Design could be altered based on outcome of study
6
Timeline Based on Current Design
Year
Administration
2015–16 Proof of Concept
(sample population)
Grade Levels
Grade 5: Math
Grade 6:
ELA/Reading
2016–17 Field Test
(sample population)
Or
Release RFP for
assessment
Grades 3–8: Math
Grades 4–8:
ELA/Reading
2017–18 Pilot Operational
Year
(statewide)
Grades 3–8: Math
Grades 4–8:
ELA/Reading
Purpose
Determine
feasibility of
concept
Summer 2016:
Decision-point of
how to proceed
Test items for
inclusion in
operational test
forms
Full Implementation
7
Proof of Concept Study
Sample and Specifications
8
Sample―Grades 5 and 6
• Grade 5 Math — 45 schools, 4,021 students
• Grade 6 ELA/Reading ― 35 schools, 4,859 students
• Generalizable to the entire state
• Stratified random sample pulled based on variables
• Demographic variables: region, ethnicity, gender,
economically disadvantaged
• School-level achievement variable: mean scale score
• Notification sent July 13, 2015
9
Interim Assessments―Test Specifications
 Test specification development is step 2 in the test development
process
 Meetings held late June and early July
 Invitees selected by NCDPI Curriculum and Instruction Mathematics
and ELA
 Active grade 5 Math and grade 6 ELA classroom teachers, instructional
coaches, and LEA curriculum and instruction leaders
 First half of meeting―Training by NCDPI Curriculum and Instruction
 Second half of meeting—NCDPI Test Development collected feedback
and recommendations
 Test Development team discusses teacher recommendations with
NCDPI Curriculum and Instruction to finalize test specifications
https://center.ncsu.edu/ncaccount/
 Feedback will be collected from sampled schools throughout the
year
10
Interim Design—Grade 5 Math
• Calculator active and inactive sections
• 25 Items
• 21 multiple-choice items (8 calc. inactive, 13 calc. active)
• 4 gridded-response items (calc. inactive)
• Interim 1: NBT.2, NBT.5, MD.5.b, MD.5.c
• Interim 2: NF.1, NF.2, NF.3, NBT.6, NBT.7 (addition and subtraction)
• Interim 3: NF.2, NF.4 a & b, NF.6, NF.7 a, b & c, NBT.7
• Assessment Specification documents
https://center.ncsu.edu/ncaccount/
• Answer sheets scanned and reports distributed by the LEA Test
Coordinator
11
Interim Design—Grade 6 ELA
• Standards assessed on each ELA interim assessment
 RL.1, RL.2, RL.3, RL.4, RL.5, L.4a, L.5.a
 RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.8
ELA
Interim
Number of
Poetry
Selections
Number of
Number of
~ Lexile Range
Informational Literature
Informational and
Selections
Selections Literature Selections
Interim 1
1
1
1
880L–980L
Interim 2
0
1
2
900L–1050L
Interim 3
0
2
1
980L–1230L
12
Interim Design—Grade 6 ELA
ELA
Interim
Number of
MC Items*
Number of
CR Items*
Total
Total Number
Number of
of Score
Items
Points
Interim 1
20
0
20
20
Interim 2
19
1
20
22
Interim 3
19
1
20
22
*Multiple-choice (MC), constructed response (CR)
CR item is short-answer and can typically be answered in a paragraph or less.
Students will respond to text. Lines are provided on the answer sheet.
Answer sheets returned to the LEA Test Coordinator (TC) to be shipped for
central scoring, reports returned within 8 days
LEA TC will return the answer sheets with student responses to teachers
13
Interim Design—Math and ELA
 Paper/pencil only to ensure participation
 Up to 90 minutes maximum test administration time
 Items pulled from the end-of-grade item pool (if
available)
 Assessment Specification documents
https://center.ncsu.edu/ncaccount/
 May need to create a new NC Education account to access
14
Proof of Concept Study
Policy and Administration
15
Interim Assessment Policy
 Testing Windows (3)
 Interim 1 October 1–30, 2015
 Interim 2 December 8, 2015–January 22, 2016
 Interim 3 March 3–31, 2016
 Districts/charters can determine the testing days within the designated
windows
 Interims are not required to be administered to all students on same
day, but should be administered within the same week
 Make-up administrations are optional but strongly recommended
 Should be administered by the classroom teacher
 Proctors are not required
 Administration does not require the removal of displays
16
Interim Assessment Policy
Eligibility
 Mathematics Grade 5
 All students enrolled in grade 5 at sampled schools who participate
in the EOG mathematics assessment
 English Language Arts/Reading Grade 6
 All students enrolled in grade 6 at sampled schools who participate
in the EOG English Language Arts/ reading assessment
 Both
 Transfer students−−Take the interim(s) and the modified end-ofgrade (EOG) test
 No opt out
17
Interim Assessment Policy
Students Not Eligible to Participate
 Students with disabilities whose IEP documents
participation in the NCEXTEND1 alternate assessment
 LEP students who scored below Level 4.0 Expanding on
the W-APT and are in their first year in U.S. schools are
not eligible to participate in the grade 6 ELA study, but
they are eligible to participate in the grade 5 math study
 Students who are granted a medical exception from the
Division of Accountability Services for the EOG
assessments
18
Interim Assessment Policy
Accommodations
 IEP, 504, and/or LEP teams do not have to reconvene
and document the accommodations for the Proof of
Concept Studies.
 Students may use the accommodations that are specified on
their current IEPs, Section 504 Plans, or LEP documentation
for the EOG for the modified end-of-year test.
 Instructional accommodations may be used for the interims
except for the Read Aloud and Signing/Cueing
accommodations for grade 6 ELA/Reading. Reading aloud or
signing/cueing the selections, questions, or answer choices
invalidates results because the interims measure reading
skills.
19
Interim Assessment Policy
Special Print Versions
 Braille, Large Print (LP), One Item Per Page (OIPP), and
Large Print One Item Per Page Editions (LP/OIPP) can
be ordered from TNN
 Accommodation Notification Request Forms for special
print versions do not need to be sent in for interim
assessments
 Submit orders at least 30 working days before the actual
administration date
20
Interim Assessment Policy
Materials
 Assessment Guide
– guide for interims (separate guides: 1 for
ELA/Reading; 1 for Math)
– guide for end-of year (separate guides: 1 for
ELA/Reading; 1 for Math)
 Answer sheets
 Test books (separate test books for the subjects)
21
Interim Assessment Policy
Required Supplemental Materials
 English Language Arts/Reading
 Blank paper
 Mathematics
 Blank paper
 Graph paper (auto shipped for interims and end-of-year)
 Calculators
– Any four-function calculator with memory key
22
Interim Assessment Policy
Security
 Assessment guides are not secure test materials
 Store at the school until all interims have been administered, then securely
destroy
 Following the administration, interim assessment booklets are to be kept at the
schools for 4 weeks, then securely destroyed
 Booklets must remain in the school
 Booklets should be accounted for at all times
 Local decision where booklets are stored at the school (not accessible to
students)
 Teachers should use the booklets with students in reviews
 Parents may view the booklets only within the school setting. The teacher may
share with parents the student’s scores on the items through customary
communication (i.e., individual parent/teacher conferences at the school)
 Interim assessments (booklets, items, content) cannot be shared with other
schools
23
Modified End-of-Grade Summative
Assessments for Concept Study
Participants
24
Summative Test Design—
Concept Study
• Administered to proof of concept interim
assessment sample
• Also administered to a “control” sample of
schools that did not take the interim assessments
• The modified end-of-grade (EOG) is a version of
the EOG test without the embedded field test
items
• Operational items are the same as the EOG
administered statewide
25
Summative Test Policy—
Concept Study
End-of-Year assessments follow the same guidelines as the End-ofGrade Assessments
– Multiple forms
– Test window
– Test security
– Supplemental materials
– Paper/pencil administrations only
– Submit accommodation notification forms
– Scanned locally
– Reporting
– Scores included in accountability calculations
26
Proof of Concept Study
Reporting
27
Analyze and Interpret
Interim Assessment Results
• What went well/what needs work (content
and instruction)
• Observe patterns
• Formulate inferences/verify inferences
• Draw conclusions which may lead to
changes in assessment or instruction
28
Use of Interim Assessment
Results
• Identify students who may need intervention prior to
additional assessments
• Data can be used to focus future instruction based
on student needs
High-quality corrective instruction
Enrichment activities
• Plan opportunities for students to show a new level
of understanding during instruction
29
ELA/Reading Grade 6 Class Roster
Class Rosters
Mathematics Grade 5 Class Roster
ELA/Reading Grade 6 Class Goal/Subscore Roster
Individual Student Report
Mathematics Grade 5 Class Goal/Subscore Roster
Individual Student Report
Individual Student Report ELA/Reading Grade 6
Class Item Report
Individual Student Report Mathematics Grade 5
Class Item Report
Class Item Report ELA/Reading Grade 6
Class Item Report Mathematics Grade 5
Class Item Report Mathematics Grade 5
Class Item Report
Item Number
7
9
10 13
14
15
16 17 18
Correct Answer
A
D
C
B
A
B
C
D
B
Student 1
A
D
C
B
A
D
A
B
C
Student 2
A
D
A
B
A
B
B
D
B
Student 3
A
D
C
B
A
B
C
D
C
Student 4
B
D
C
B
A
B
C
D
A
Student 5
B
D
B
B
A
D
C
A
D
Student 6
B
D
C
B
A
B
A
A
A
Student 7
B
D
A
B
C
D
A
D
B
Student 8
A
D
C
B
A
B
C
D
B
Student 9
B
D
C
B
C
B
C
A
B
Student 10
B
C
B
B
C
C
D
C
A
Student 11
A
D
C
B
A
B
B
A
B
Student 12
A
C
C
B
A
B
B
D
D
Student 13
B
D
C
B
B
B
B
A
B
Student 14
A
D
A
B
A
D
B
C
D
Student 15
A
D
C
B
A
B
C
D
B
*This is not actual data. The slide is for training purposes only.
Proof of Concept Study
Professional Development and
Communication
42
NCDPI/Curriculum and Instruction
• English Language Arts Grade 6
• Held three webinars
• August 19 - Standards Study
• August 20 -Text Complexity
• October 22
• www.edmodo.com Code:2d93zp
• Math Grade 5
• Held three face-to-face meetings in August, 2015
• Teachers preferred
• Travel reimbursed and CEUs granted
• NCDPI Mathematics Wiki:
http://maccess.ncdpi.wikispaces.net/Home
43
NCDPI/Accountability Services
• Held 6 webinars between July 13 and October 29, 2015
• Email list
• Proof of Concept Page on NC Education
•
•
•
•
•
•
•
https://center.ncsu.edu/ncaccount
Assessment Brief
Frequently Asked Questions
Talking Points
Gridded Response Practice Activity (shipped prior to Interim 1)
Sample Answer Sheets and Reports
Interim 2 ELA/Reading Constructed Response Item Scoring
Rubric
• Monthly updates provide to the NC State Board of
Education
44
Proof of Concept Study
Stakeholder Input
45
Surveys and Observations
• Surveys are distributed for each interim
assessment administration
•
•
•
•
Parent (link provided on student report)
Teacher
LEA test coordinator
Report turn around time
• Administration observations
• Testing Policy and Operations
• Regional Accountability Coordinators
46
Proof of Concept Study
Resources
47
NC Education Page
Use the following link to access presentations,
memos and resources
https://center.ncsu.edu/ncaccount
48
Questions?
49
ENGLISH LANGUAGE ARTS/READING GRADE 6 Concept Study 2015-16
Interim Assessment Test Specification Information
Purpose of the Interim Assessments
 A through-course assessment model typically consists of three or four assessments
administered throughout the school year to provide teachers and parents with immediate
feedback for guiding subsequent instruction.

A proof of concept study of the model will be conducted for grade 5 math and grade 6
English Language Arts (ELA)/reading during the 2015–16 school year to address
research questions intended to determine the feasibility of designing a system for
statewide implementation.
Sampling Procedure
To ensure results are generalizable to the entire state, an iterative stratified random sampling
framework was used to select a representative sample of 35 schools (4,859 students). Four
demographic variables: region, ethnicity, gender, and economically disadvantaged students and
one school-level achievement variable: mean-scale score were used to ensure the sample selected
is representative of the state.
Developing Assessments
 North Carolina educators play an important role in the test development process through
writing and reviewing test items. North Carolina professional educators from across the
state who have current classroom experience are recruited and trained as item writers and
developers for state tests. Diversity among the item writers and their knowledge of the
current state-adopted content standards are addressed during recruitment. Trained North
Carolina educators also review items and suggest improvements, if necessary. The use of
classroom teachers from across the state ensures that instructional validity is maintained.

If a teacher is interested in training to become an item writer or reviewer for the North
Carolina Testing Program, he/she can visit
https://center.ncsu.edu/nc/x_courseNav/index.php?id=21 and take the appropriate subject
area “A” level Content Standards Overview course and the “B” level Test Development
Basics course in the Moodle system. Once the online training courses are completed, the
teacher will be directed to go to an online interest form. Teachers who submit interest
forms will be contacted when item writing or reviewing is needed in their subject area.
Test Window and Test Administration Time
 Local education agencies (LEAs)/charter schools may determine the administration days
for each interim assessment within the NCDPI-designated assessment windows.
Interim 1
Interim 2
Interim 3

October 1–30, 2015
December 8, 2015–January 22, 2016
March 3–31, 2016
Students are allowed up to 90 minutes to answer all items.
_____________________________________________________________________________________
NC Department of Public Instruction/Accountability Services Division
Page 1
Updated December 15, 2015
Test Structure and Test Administration Time
 Each ELA/reading grade 6 interim assessment will contain 20 items.

All interim assessments will consist of four-response-option multiple-choice items. Each
multiple-choice item is worth 1 point.

Interim assessments 2 and 3 will each include one constructed response item. The
constructed response item will be worth up to 3 points. The constructed response item
will be short answer and can typically be answered in a paragraph or less. Students will
write their responses on the lines provided on the answer sheet. Students must not write
beyond the end of the lines or in the margins. Words written in the margins or unlined
areas of the answer sheet will not be scored. Students must not add more lines to the
answer sheet. Words written on extra lines will not be scored. Scorers only review for the
specific criteria as stated in the item. Additional information not required in the answer
will not increase the student’s score.
Interim
Assessment
Number of
Number of
Total Number
Total Number
Multiple-Choice
Constructed
of Items
of Score
Items
Response Items
Points*
Interim 1
20
0
20
20
Interim 2
19
1
20
22
Interim 3
19
1
20
22
* Multiple-choice items are worth 1 point each. The constructed response item is worth up to 3
points.

Each interim assessment will include three selections.
Interim
Assessment
Interim 1
Interim 2
Interim 3

Number of
Poetry
Selections
Number of
Informational
Selections
Number of
Literature
Selections
1
0
0
1
1
2
1
2
1
Approximate Lexile
Range for
Informational and
Literature Selections
880L–980L
900L–1050L
980L–1230L
Sample answer sheets may be viewed at https://center.ncsu.edu/ncaccount/.
Prioritization of Standards
 The NCDPI invited teachers to collaborate and develop recommendations for a
prioritization of the standards indicating the relative importance of each standard, the
anticipated instructional time, and the appropriateness of the standard for multiple-choice
and constructed response item formats.

Interim assessments are aligned to the NC Standard Course of Study (NCSCS) for
English Language Arts, adopted by the North Carolina State Board of Education in June
2010.

Some standards not designated with tested items may be a prerequisite standard or may
be tested within the context of another standard.
_____________________________________________________________________________________
NC Department of Public Instruction/Accountability Services Division
Page 2
Updated December 15, 2015

The NCSCS may be reviewed by visiting the NCDPI K-12 English Language Arts wiki
site at http://elaccss.ncdpi.wikispaces.net/Common+Core+State+Standards.

Some content standards in the NCSCS are not directly assessed because either (1) the
standard cannot be appropriately assessed during a limited time assessment using
multiple-choice and/or constructed response items or (2) the standard is better assessed
through another, more inclusive standard.

The following standards are assessed on each ELA/reading interim assessment.
o RL.1, RL.2, RL.3, RL.4, RL.5, L.4a, L.5.a
o RI.1, RI.2, RI.3, RI.4, RI.5, RI.6, RI.8
o Interim Assessment 2: The short-answer constructed response item will assess
RL.2. Guidance to support student response can be found in W.9.a. Students will
respond to text.
o Interim Assessment 3: The short-answer constructed response item will assess RI.2.
Guidance to support student response can be found in W.9.a. Students will respond
to text.

All students are expected to be able to comprehend texts of steadily increasing
complexity as they progress through a grade. Both quantitative and qualitative measures
are used to determine the complexity of a text. The qualitative measure of text
complexity includes making informed decisions about the difficulty of a text in terms of a
number of factors such as levels of meaning or purpose, structure, language
conventionality and clarity, and knowledge demands. The text complexity of the
selections chosen for the proof of concept study will increase throughout the year.
Cognitive Rigor and Item Complexity
Assessment items are designed, developed, and classified to ensure that the cognitive rigor of the
test forms aligns to the cognitive complexity and demands of the NCSCS for English Language
Arts. These items will require students to demonstrate the range of cognitive processes from
recall of information to the application of concepts and skills.
Eligible Students
All students enrolled in grade 6 (according to PowerSchool) at the sampled schools and who
participate in the end-of-grade (EOG) English Language Arts/reading assessments are expected
to participate with or without accommodations in the Grade 6 English Language Arts/reading
Proof of Concept Study. The only exceptions are as follows:
 Students with disabilities who, according to their Individual Education Program
documentation, participate in the NCEXTEND1 alternate assessment in accordance with
state policies.
 In rare cases, student deemed both medically fragile because of a significant medical
emergency and/or condition and unable to participate in a specified administration may
be granted a medical exception. All medical exceptions must be approved by the Division
of Accountability Services/North Carolina Testing Program.
_____________________________________________________________________________________
NC Department of Public Instruction/Accountability Services Division
Page 3
Updated December 15, 2015
Delivery Mode
All interim assessments will be delivered on paper-and-pencil.
Scoring and Reporting
 Interim Assessment 1: Answer sheets will be scanned by the LEA test coordinator.
Reports will be distributed by the LEA test coordinator within five school days. Teachers
will receive a class roster and class item report within five school days. A class subscore
roster will be available for the Interim 1 Assessment in late-November in response to
feedback from the field.

Interim Assessments 2 and 3: Interim assessments 2 and 3 contain both multiple-choice
items and a constructed response item. LEA test coordinators will return the answer
sheets to be scored centrally. Scored test records and answer sheets will be returned to
the LEA test coordinator within seven days of receipt. Score reports and student answer
sheets with student responses will be distributed to teachers no later than three school
days after receipt from the NCDPI. Teachers will receive a class roster, class item report
and a class subscore roster. Rubrics for the constructed response items will be posted to
https://center.ncsu.edu/ncaccount/ after answer sheets from all participating schools have
been scored. The statewide test window ends January 22, 2016.

An individual student report (ISR) for each interim assessment should be provided to
parents within 30 calendar days.

Sample reports may be viewed at https://center.ncsu.edu/ncaccount/.
Teacher Access to Test Books
Following the administration of an interim assessment (i.e., all eligible students at grade 6 have
been tested and any makeup sessions are complete) the interim assessment books must be stored
at the school for four weeks. The books must be stored in a secure, locked area that is not
accessible to students but is accessible to the Proof of Concept teachers. The NCDPI
recommends that the assessment books be checked out to the classroom teacher for four weeks
so that the teacher has them readily available for review sessions with students and conferences
with parents. Teachers must store the books in a locked drawer or cabinet that is not accessible to
students. Test books must not be taken home by teachers or students. Parents can view the
student’s test book and responses only within the school setting. Interim assessments (e.g.,
books, items, content, correct answers) cannot be shared with other schools or teachers who are
not participating in the Proof of Concept Study. Additional information is available in the Proof
of Concept Teacher’s Guide.
Resources
Additional information such as memos, webinar slides, frequently asked questions, talking points
and samples of answer sheets are available through NC Education at
https://center.ncsu.edu/ncaccount/. Users must create an account in order to access this page. The
account is free of charge.
_____________________________________________________________________________________
NC Department of Public Instruction/Accountability Services Division
Page 4
Updated December 15, 2015
MATH GRADE 5 Concept Study 2015-16
Interim Assessment Test Specification Information
Purpose of the Interim Assessments
 A through-course assessment model typically consists of three or four assessments
administered throughout the school year to provide teachers and parents with immediate
feedback for guiding subsequent instruction.

A proof of concept study of the model will be conducted for grade 5 math and grade 6
English language arts/reading during the 2015–16 school year to address research
questions intended to determine the feasibility of designing a system for statewide
implementation.
Sampling Procedure
To ensure results are generalizable to the entire state, an iterative stratified random sampling
framework was used to select a representative sample of 45 schools (4,021 students). Four
demographic variables: region, ethnicity, gender, and economically disadvantaged students and
one school-level achievement variable: mean-scale score were used to ensure the sample selected
is representative of the state.
Developing Assessments
 North Carolina educators play an important role in the test development process through
writing and reviewing test items. North Carolina professional educators from across the
state who have current classroom experience are recruited and trained as item writers and
developers for state tests. Diversity among the item writers and their knowledge of the
current state-adopted content standards are addressed during recruitment. Trained North
Carolina educators also review items and suggest improvements, if necessary. The use of
classroom teachers from across the state ensures that instructional validity is maintained.

If a teacher is interested in training to become an item writer or reviewer for the North
Carolina Testing Program, he/she can visit
https://center.ncsu.edu/nc/x_courseNav/index.php?id=21 and take the appropriate subject
area “A” level Content Standards Overview course and the “B” level Test Development
Basics course in the Moodle system. Once the online training courses are completed, the
teacher will be directed to go to an online interest form. Teachers who submit interest
forms will be contacted when item writing or reviewing is needed in their subject area.
Test Window and Test Administration Time
 Local education agencies (LEAs)/charter schools may determine the administration days
for each interim assessment within the NCDPI-designated assessment windows.
Interim 1
Interim 2
Interim 3

October 1–30, 2015
December 8, 2015–January 22, 2016
March 3–31, 2016
Students are allowed up to 90 minutes to answer all items.
_____________________________________________________________________________________
NC Department of Public Instruction/Accountability Services Division
Page 1
Updated December 15, 2015
Test Structure and Test Administration Time
 Each math grade 5 interim assessment will contain 25 items.

All interim assessments will consist of four-response-option multiple-choice items and
gridded response items. Each item is worth 1 point.

All interim assessments will include both calculator active and calculator inactive items.
Item Type
Multiple-choice
Gridded Response

Number of Items by Item Type
21
4
Calculator Inactive
8
4
Calculator Active
13
0
Sample answer sheets may be viewed at https://center.ncsu.edu/ncaccount/.
Prioritization of Standards
 The NCDPI invited teachers to collaborate and develop recommendations for a
prioritization of the standards indicating the relative importance of each standard, the
anticipated instructional time, and the appropriateness of the standard for multiple-choice
and gridded response item formats.

Interim assessments are aligned to the NC Standard Course of Study (NCSCS) for
Mathematics, adopted by the North Carolina State Board of Education in June 2010.

Some standards not designated with tested items may be a prerequisite standard or may
be tested within the context of another standard.

The NCSCS may be reviewed by visiting the NCDPI K-12 Mathematics wiki site at
http://maccss.ncdpi.wikispaces.net.

Some content standards in the NCSCS are not directly assessed because either (1) the
standard cannot be appropriately assessed during a limited time assessment using
multiple-choice and/or gridded-response items or (2) the standard is better assessed
through another, more inclusive standard. The following content standards are assessed
on the math interim assessments.
INTERIM ASSESSMENT 1:
o 5.NBT.2
o 5.NBT.5
o 5.MD.5.b
o 5.MD.5.c
INTERIM ASSESSMENT 2:
o 5.NF.1
o 5.NF.2
o 5.NF.3
o 5.NBT.6
o 5.NBT.7 (focus of standard is on the operation of addition and subtraction)
INTERIM ASSESSMENT 3:
o 5.NF.2
o 5.NF.4 a & b
o 5.NF.6
o 5.NF.7 a, b & c
o 5.NBT.7
_____________________________________________________________________________________
NC Department of Public Instruction/Accountability Services Division
Page 2
Updated December 15, 2015
Cognitive Rigor and Item Complexity
Assessment items are designed, developed, and classified to ensure that the cognitive rigor of the
test forms align to the cognitive complexity and demands of the NCSCS for Mathematics. These
items will require students to demonstrate the range of cognitive processes from recall of
information to the application of concepts and skills.
Eligible Students
All students enrolled in grade 5 (according to PowerSchool) at the sampled schools and who
participate in the end-of-grade (EOG) mathematics assessments are expected to participate with
or without accommodations in the Grade 5 Mathematics Proof of Concept Study. The only
exceptions are as follows:
 Students with disabilities who, according to their Individual Education Program
documentation, participate in the NCEXTEND1 alternate assessment in accordance with
state policies.

In rare cases, student deemed both medically fragile because of a significant medical
emergency and/or condition and unable to participate in a specified administration may
be granted a medical exception. All medical exceptions must be approved by the Division
of Accountability Services/North Carolina Testing Program.
Delivery Mode
All interim assessments will be delivered on paper-and-pencil.
Scoring and Reporting
 Interim Assessment 1: Answer sheets will be scanned by the LEA test coordinator.
Reports will be distributed by the LEA test coordinator within five school days. Teachers
will receive a class roster and class item report within five school days. A class subscore
roster will be available for the Interim 1 Assessment in late-November in response to
feedback from the field.

Interim Assessments 2 and 3: Answer sheets will be scanned by the LEA test coordinator.
Reports will be distributed by the LEA test coordinator within five school days. Teachers
will receive a class roster, class item report and a class subscore roster.

An individual student report (ISR) for each interim assessment should be provided to
parents within 30 calendar days.

Sample reports may be viewed at https://center.ncsu.edu/ncaccount/.
Teacher Access to Test Books
Following the administration of an interim assessment (i.e., all eligible students at grade 5 have
been tested and any makeup sessions are complete) the interim assessment books must be stored
at the school for four weeks. The books must be stored in a secure, locked area that is not
accessible to students but is accessible to the Proof of Concept teachers. The NCDPI
recommends that the assessment books be checked out to the classroom teacher for four weeks
so that the teacher has them readily available for review sessions with students and conferences
with parents. Teachers must store the books in a locked drawer or cabinet that is not accessible to
students. Test books and class item reports must not be removed from the school setting.
Reproducing or distributing content from the test books or class item reports is not permitted.
_____________________________________________________________________________________
NC Department of Public Instruction/Accountability Services Division
Page 3
Updated December 15, 2015
Parents can view the student’s test book and responses only within the school setting. Interim
assessments (books, items, content, correct answers) cannot be shared with other schools or
teachers who are not participating in the Proof of Concept Study. Additional information is
available in the Proof of Concept Teacher’s Guide.
Resources
 Gridded response practice materials are available at
http://www.ncpublicschools.org/accountability/testing/eog/math/.

Additional information such as memos, webinar slides, frequently asked questions,
talking points and samples of answer sheets are available through NC Education at
https://center.ncsu.edu/ncaccount/. Users must create an account in order to access this
page. The account is free of charge.
_____________________________________________________________________________________
NC Department of Public Instruction/Accountability Services Division
Page 4
Updated December 15, 2015
North Carolina Department of Public Instruction
Proof of Concept Study
Frequently Asked Questions (FAQ)
September 2015
The following FAQ has been developed by the North Carolina Department of Public Instruction (NCDPI) to assist
districts/schools in the implementation of the Proof of Concept Study. This information should be used in
conjunction with any published supplements or updates. Additional information about the Proof of Concept
Study may be found at https://center.ncsu.edu/ncaccount/.
Purpose, Participation, and Preparation
1. The North Carolina Department of Public Instruction (NCDPI) is developing a through-grade assessment
model. What is a through-grade assessment model, and what are its purposes?
North Carolina’s through-grade assessment model includes testing in grades 3 through 8. The model
consists of three interim assessments administered throughout the school year and a stand-alone
summative assessment at the end of the year. Interim assessments administered throughout the year
inform instruction and help predict performance on future assessments during the same year.
A Proof of Concept Study of the through-grade model is being conducted during 2015–16 to provide the
State Board of Education (SBE) with data and information to help them decide the best course of action for
North Carolina assessments.
2. How were schools selected for the Proof of Concept Study?
For the Proof of Concept Study, the NCDPI selected a representative sample of schools that reflects
statewide student demographics related to ethnicity, gender, previous mean scale score on state tests, and
geographic location. The NCDPI pulled the smallest sample possible to reduce the impact on schools.
3. How many students were pulled for the sample?
The NCDPI testing staff identified a representative sample of schools with a target population of 3,500–
4,500 students each for Mathematics (grade 5) and English Language Arts/Reading (grade 6).
4. For selected LEAs, can all schools participate?
No, only the charter schools and public schools specifically selected within each local education agency
(LEA) can participate in the Proof of Concept Study.
5. Will sampled teachers receive professional development?
Yes, professional development is provided in preparation for the Proof of Concept Studies in English
Language Arts/Reading and Mathematics.
6. What is the modified end-of-grade assessment?
The modified end-of-grade (EOG) assessment is a version of the EOG test without embedded field test
items. At the end of the school year, sampled students participating in the study will take this shortened
EOG assessment for the content area in which they were selected.
7. How were the test specifications determined?
Active classroom teachers, instructional coaches, and LEA curriculum and instruction leaders met in late
June and early July. The first half of the meetings included training by the NCDPI/K–12 Curriculum and
Instruction teams. The second half of the meetings were led by the NCDPI Test Development team, which
collected and documented feedback and recommendations. Following the meetings, the test development
team discussed the feedback with NCDPI Curriculum and Instruction to finalize the test specifications.
NCDPI/Accountability Services/North Carolina Testing Program
September 1, 2015
8. Are parents able to request that their students not participate in the Proof of Concept Study?
Although the NCDPI recognizes parents’ concerns about additional testing, the SBE does not allow students
to opt out of required state testing, including field tests and special studies.
Test Administration and Format
1. What are the assessment windows, and can districts or schools determine the local window?
LEAs/charter schools may determine the testing days for each interim assessment within the NCDPIdesignated assessment windows. The assessment window for the modified end-of-grade assessment occurs
during the final instructional days of the school year. The assessment windows for interims and the end-ofyear modified EOG assessment are as follows:
 Interim 1: October 1–30, 2015
 Interim 2: December 8, 2015–January 22, 2016
 Interim 3: March 3–31, 2016
 Modified End-of-Grade: during the NCDPI-designated testing window for EOG assessments
2. Why are there three interims instead of two?
A review of sampled district reports revealed that interim reporting to parents most often occurs every
nine weeks for elementary and middle school students. Having three interims coincides with typical district
reporting. Feedback regarding the number of interims and the testing windows will be collected during the
proof of concept year.
3. What is the format of the Proof of Concept assessments?
The interim and modified EOG assessments are paper-pencil format.
4. What are the number of items and item types on the assessments?
The grade 5 mathematics assessments contain 21 multiple-choice items and 4 gridded response items. The
grade 6 English language arts/reading assessment contains 20 items: Interim 1 contains all multiple-choice
items; Interims 2 and 3 contain 19 multiple-choice items and 1 constructive response item.
5. How much time will it take to complete the interim assessments?
Teachers will allow a maximum time of ninety (90) minutes for each interim assessment. If all students
finish the interim and are ready to turn in their assessment before the scheduled 90 minutes is over, the
teachers may end the testing session early. The NCDPI will conduct time studies for each interim
assessment.
6. Will students taking the modified EOG have one assessment book or two?
Students will have one assessment book that will contain the modified English Language Arts/Reading or
Mathematics EOG assessment and the regular EOG assessment (i.e., the grade 5 assessment book will
contain the regular English Language Arts/Reading EOG and the modified Mathematics EOG; the grade 6
assessment book will contain the regular Mathematics EOG and the modified English Language
Arts/Reading EOG).
7. Are proctors required?
Proctors are not required for the administration of the interim assessments. However, a trained proctor
should be assigned and present for each modified EOG assessment.
8. Must test administrators remove displays from their walls?
Teachers are not required to remove bulletin boards and instructional displays for the interim assessments;
but for the modified EOG assessment, teachers are required to cover or remove bulletin boards,
instructional displays, and reference materials (printed or attached) on student desks or workstations if
they contain content being measured or test-taking strategies.
NCDPI/Accountability Services/North Carolina Testing Program
September 1, 2015
Accommodations and Alternate Assessments
1. Are instructional accommodations allowed for the interim assessments?
Yes, students with disabilities may use instructional accommodations for the interims except for the Read
Aloud and Signing/Cueing accommodations for the grade 6 ELA/reading. Reading aloud or signing/cueing
the selections, questions, or answer choices on the ELA/reading assessment invalidates results because the
interims measure reading skills.
2. What accommodations will students use for the modified EOG assessment?
Students may use the same accommodations that are specified in their current Individualized Education
Programs (IEPs), Section 504 Plans, or LEP documentation for the EOG assessment. The IEP, 504, and/or LEP
teams do not have to reconvene and document the accommodations for the Proof of Concept Study.
3. Will there be an alternate assessment for the Proof of Concept Study?
There is no alternate assessment available for the Proof of Concept Study. Students with disabilities, who
according to their IEP documentation, participate in the NCEXTEND1 alternate assessment do not
participate in the Proof of Concept Study.
Scoring, Reporting, and Accountability
1. What is the time schedule for scoring and returning interim assessment results?
The LEA test coordinator and the Regional Accountability Coordinator (RAC) for charter schools will scan all
grade 5 Mathematics Interim Assessments and the grade 6 English Language Arts/Reading Interim 1
Assessment. The score reports for these interims will be available immediately. The Grade 6 English
Language Arts/Reading Interim Assessments 2 and 3 will include a constructed response item that will
require them to be shipped and scored centrally. LEAs/charter schools must return answer documents
using overnight shipping to the North Carolina State University/Technical Outreach for Public Schools
(NCSU/TOPS). Scoring will begin the morning following the receipt of the materials. LEAs/charter schools
should allow 7 days from the date of shipment for the return of results for the grade 6 English Language
Arts/Reading Interim Assessments 2 and 3.
2. What type of information will be provided to teachers? To parents?
Each interim assessment will generate student-level reports indicating the number of items correct by
content standard, item type, and selection type, and will report an overall score. Teacher-level reports will
provide a summary with similar information. Parents will receive student reports with an overall score by
standard and item number.
3. Will reporting occur online or via paper?
Paper reports are provided for the 2015–16 Proof of Concept year. Should the Proof of Concept studies
yield positive results and the SBE decide to move forward with field testing, then an online reporting
system will be developed to provide results to teachers.
4. Will the interim items be available to teachers after the administration?
Yes, interim assessment booklets will remain available to teachers in the participating schools for four
weeks following the interim assessment administrations. After that time, schools must follow local
procedures in securely destroying the interim assessment books.
5. Will district and state comparison data be reported for the interim assessments?
Data will be reported by student, teacher, and school. School and district comparisons will not be reported
during the Proof of Concept year. The purpose of the interim assessments is to provide teachers with
student-level data to guide instruction.
NCDPI/Accountability Services/North Carolina Testing Program
September 1, 2015
6. Will the interim assessments “predict” performance on the modified EOG assessment?
The interim assessments administered during the 2015–16 Proof of Concept Study will not predict
performance on the modified EOG test. In order to show prediction, there must first be a relationship. A
relationship may be provided from year 1 to year 2 if the assessment model remains consistent across
years. Year 1 may yield a prediction over time with enough evidence. The interim assessments
administered during the 2015–16 school year will be built using items from the EOG item bank. Although a
prediction cannot be reported, there is direct connection from the interim assessments to the modified
EOG test.
7. Will interim assessment scores be included in accountability or teacher-effectiveness calculations?
No, interim assessment scores are not included in accountability or teacher-effectiveness calculations.
8. Will the modified EOG assessment be included in accountability or teacher effectiveness calculations?
Yes, the modified EOG assessment will be included in accountability and teacher-effectiveness calculations.
9. Will students receive achievement levels on the interims and/or the modified EOG assessments?
Students will not receive achievement levels for the interim assessments; however, they will receive an
achievement level for the modified EOG assessment.
Other
1. Why can’t the modified EOG assessment be administered to all students during the 2015–16 school year?
The modified EOG assessment is part of the concept study. Results of the modified EOG and the regular
EOG will be analyzed. Also, in order to continue the EOG item-development process, items must be
embedded within the EOG forms for the collection of item statistics.
2. Will sample districts/charter schools continue to administer local benchmark assessments?
For best practices, the North Carolina Testing Program strongly recommends that sampled schools do not
administer a local benchmark for the same subject in which they are participating in the Proof of Concept
Study; however, sampled schools may take a local benchmark in another subject. For example, a grade 5
student participating in the mathematics Proof of Concept Study may take a local benchmark for English
language arts/reading.
3. Will feedback be collected from participants in the Proof of Concept Studies?
Throughout the Proof of Concept year, districts will provide input on the processes and procedures as the
study is designed and implemented. The participating schools’ teachers will be provided with student-level
data to inform instruction, and these teachers will have the opportunity to give feedback to the NCDPI on
the usefulness of the data and the reports.
4. Can participating students participate in bona fide summer school testing opportunities?
Yes, students who participate in the Proof of Concept Study may participate in summer school testing.
5. What is the plan for 2016–17 and 2017–18?
At the conclusion of 2015–16 and following the appropriate data analysis, the SBE will review the results
and provide direction on whether to proceed with a field test in 2016–17 for a sample population. If field
testing occurs in 2016–17, then 2017–18 will be a pilot/operational year statewide.
NCDPI/Accountability Services/North Carolina Testing Program
September 1, 2015
North Carolina Department of Public Instruction
Proof of Concept Study
Talking Points for Principals and Teachers
September 2015
Additional information about the Proof of Concept Study may be found at https://center.ncsu.edu/ncaccount/.
1. North Carolina’s through-grade assessment model includes testing in grades 3 through 8. The model
consists of three interim assessments administered throughout the school year and a stand-alone
summative assessment at the end of the year. Interim assessments administered throughout the year
inform instruction and help predict performance on future assessments during the year.
A Proof of Concept Study of the through-grade model is being conducted during 2015–16 to provide the
State Board of Education (SBE) with data and information to help them decide the best course of action
for North Carolina assessments.
2. For the Proof of Concept Study, the NCDPI selected a representative sample of schools with a target
population of 3,500–4,500 students each for Mathematics (grade 5) and English Language Arts/Reading
(grade 6). The sample reflects statewide student demographics related to ethnicity, gender, previous
mean scale score on state tests, and geographic location. The NCDPI pulled the smallest sample
possible to reduce impact on schools.
3. Although the NCDPI recognizes parents’ concerns about additional testing, the SBE does not allow
students to opt out of required state assessments, including field tests and special studies.
4. LEAs/charter schools may determine the assessment days for each interim assessment within the
NCDPI-designated assessment windows. The assessment window for the modified end-of-grade (EOG)
assessment occurs during the final instructional days of the school year. The assessment windows for
interims and the end-of-year modified EOG assessment are as follows:
 Interim 1: October 1–30, 2015
 Interim 2: December 8, 2015–January 22, 2016
 Interim 3: March 3–31, 2016
 Modified End-of-Grade: during the NCDPI-designated testing window for EOG
assessments
5. The Proof of Concept Study consists of three interim assessments and a modified EOG assessment. The
modified EOG assessment is a version of the EOG assessment without embedded field test items. At
the end of the school year, sampled students participating in the study will take this shortened EOG
assessment for the content area in which they were selected.
6. The interim and modified EOG assessments are paper-pencil format.
7. The grade 5 mathematics assessments contain 21 multiple-choice items and 4 gridded response items.
8. The grade 6 English language arts/reading assessment contains 20 items. Interim 1 contains all multiplechoice items. Interims 2 and 3 contain 19 multiple-choice items and 1 constructed response item.
NCDPI/Accountability Services/North Carolina Testing Program
September 1, 2015
9. Students with disabilities may use instructional accommodations for the interims except for the Read
Aloud and Signing/Cueing accommodations for the grade 6 ELA/reading. Reading aloud or
signing/cueing the selections, questions, or answer choices on the ELA/reading assessments invalidates
results because the interims measure reading skills.
10. Students may use the same accommodations that are specified in their current Individualized Education
Programs (IEPs), Section 504 Plans, or LEP documentation for the EOG assessment. The IEP, 504, and/or
LEP teams do not have to reconvene and document the accommodations for the Proof of Concept
Study.
11. Each interim assessment will generate student-level reports indicating the number of items correct by
content standard, item type, and selection type, and will report an overall score. Teacher-level reports
will provide a summary with similar information. Parents will receive student reports with an overall
score by standard and item number.
12. The interim assessment booklets will remain available to teachers in the participating schools for four
weeks following the interim assessment administrations. Teachers may use the booklets for reviews
with students, and parents may view the booklets, but only within the school setting. The teacher may
share with parents their student’s scores on the items through customary communication (i.e.,
individual parent/teacher conferences at the school). Parents may not have copies of the assessment
items or assessment book, nor take pictures of any part of the assessment book.
13. The interim assessments administered during the 2015–16 Proof of Concept Study will not predict
performance on the modified EOG assessment. In order to show prediction, there must first be a
relationship. A relationship may be provided from year 1 to year 2 if the assessment model remains
consistent across years. Year 1 may yield a prediction over time with enough evidence. The interim
assessments administered during the 2015–16 school year will be built using items from the EOG item
bank. Although a prediction cannot be reported, there is direct connection from the interim
assessments to the modified EOG assessment.
14. Students will not receive achievement levels for the interim assessments. Students will receive an
achievement level for the modified EOG assessment.
15. Interim assessment scores are not included in accountability or teacher-effectiveness calculations.
16. The modified EOG assessment will be included in accountability and teacher-effectiveness calculations.
NCDPI/Accountability Services/North Carolina Testing Program
September 1, 2015