English I:
The EOC
Kim Bowen
ELA Consultant
NCDPI
kbowen@dpi.state.nc.us
Heather Koons
Testing Consultant
NCDPI
hkoons@dpi.state.nc.us
Overview of ELA SCS
and Testing Schedule
19992000
New SCS
approved
(12/99)
2000-1
Transitional
Year
 “Old” test
administered
 Item writing for
“new” tests
2001-2
New SCS
implemented
 “Old” test
administered
 Item writing for
“new” tests
 Stand alone
field tests with
“new” items
2002-3
New SCS
followed
 “New” tests
administered
Test Development
Process
June 15, 2001
North Carolina Testing Program:
The Multiple-Choice Test Development Process
1.
Develop
Test
Blueprint a
Adopt
Curriculum
4.
Assemble
Field Test
Forms
5.
Review
Field Test
Formsb
8.
Conduct
Bias
Reviewsb
2.
Develop
Test
Itemsb
3.
Review
Written
Itemsb
7.
Review
Field Test
Statistics
6.
Administer
Field Testb
10.
Review
Assembled
Testsb
9.
Develop
Equivalent
Forms
11.
Final
Review of
Tests
12.
Administer
Test
13.
Score
Test
14.
Establish
Standardsab
Editing / Composition:
Philosophy

Current

New
»
editing
»
composition
(peer
response)
»
goal 1
»
primarily goal
6, also
1,2,3,4,5
»
student
examples
from English
II EOC
»
student drafts
that reflect
English I
products
Editing/Composition:
Format

Current
»
»
approx. 40%
(30/72 items)
errors
identified by
underlining

New
»
approx. 40%
»
each
sentence
numbered
errors not
identified
within
sentence
similar format
to NCHSEE
»
»
Editing/Composition:
Types of Questions

Old (Error
Correction)
»
»
»
»
sentence
formation
usage
mechanics
spelling

New (Peer
Response)
sentence formation
usage
» mechanics
» spelling
» vocabulary in context
» diction
» content such as
»
»



»
purpose/main idea
organization
supporting detail
Types for error
correction informed
by Grammar in
Context, Constance
Weaver
Composition: Examples

New
»
Which change should be made to
correct sentence 9?

»
Which of the following is a fragment
(run-on)?

»
Note wording -- “to correct” indicates
student should look for error, not just
improvement
Only grammatical terms used on test
How should sentence 11 be written
correctly?
Composition: Examples

New
How could sentences 5 and 6 best
be combined to enhance clarity and
sentence variety? (6.01)
» Which of the following improves the
organization of the third paragraph?
(4.01, 6.01)
» What effect does the student
achieve in sentence 1 by using
words such as compelling and
force? (4.02, 6.01)
» In making a recommendation for
audiences who would enjoy the film,
the writer considered which of the
following? (4.01)
»
Textual Analysis:
Philosophy

Current
»
focus on
genres




»


New
»
fiction
non-fiction
drama
poetry
selection
types include


literary
informational
practical
focus on
environments




»
expressive (focus)
informational
argumentative
critical
inclusion of genres




fiction
non-fiction
drama
poetry
Textual Analysis:
Philosophy

Current

New
»
traditional
“literature”
emphasis
»
representative
texts and items for
each goal
»
reading
comprehension
and analysis
»
analysis
integrated with
language usage
»
identification of
literary types and
terms
»
critical (higher
order) thinking,
analysis and
application
Textual Analysis: Format

Current

New
»
approx. 60%
(42/72 items)
»
approx. 60%
»
includes goals
1,2,3
»
includes goals
1,2,3,4,5,6
Textual Analysis Examples of Changes

Current
»
Which of the
following is an
example of a
simile?
»
Line 4 is an
example of
which of the
following?
»
What is the
setting of the
passage?

New
»
The simile in line
4 emphasizes
which of the
following ideas of
the selection?
»
Why is the
following
quotation ironic?
»
What details does
the author use to
create a sense of
the social time
period?
Textual Analysis Examples

Goal 1 (Expressive)
»
Memoirs, anecdotes, diaries,
friendly letters, reflective
essays
How does the author create a
sense of the narrator’s voice?
» Which of the following
quotations best emphasizes
the significance of the
incident?
»
Textual Analysis Examples

Goal 2 (Informational)
»
Articles, definitions, directions,
reports
Which statement best reflects
the main idea of the article?
» If the author were to include a
graphic to help clarify the
information in the article, which
of the following information
would be the best addition?
»
Textual Analysis Examples

Goal 3 (Argumentative)
»
Editorials, speeches, letters,
debates, evaluations, columns
How does the author develop
support for his point?
» Which of the following is an
example of the author’s bias?
»
Textual Analysis Examples

Goal 4 (Critical)
»
Reviews, analysis
The author appears most
critical of which of the following
aspects of the film?
» The author’s use of the road
metaphor throughout the
selection emphasizes which of
the following ideas?
»

note: Goal 4 includes critical
analysis of texts and can be
applied to texts from all
environments
Textual Analysis Examples

Goal 5 (Literary)
fiction, non-fiction, poetry,
drama (encompasses other
environments)
» Which of the following is the
best statement of the theme of
the selection?
» The author’s description of the
cat as “small,” “slight,”
“powerful,” and “fierce”
suggests which of the following
about its personality?
»
Textual Analysis Examples

Goal 6 (Grammar &
Language Usage)
»
Vocabulary in context, dialect,
style through appropriate and
exact words
Based on the context of
paragraph 6, what does
erudition mean?
» What effect does the author
achieve by using such words
as downy and hush?
»