In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.

This study guide is designed to help teachers understand the role assessment plays in helping students learn and to help teachers improve their own assessment capacities. The guide contains assigned readings, discussion questions, activities, checks for understanding, and reflections for learners using the "Classroom Assessment: Linking…

The bond that links quality assessment and effective teaching is clarified for North Carolina teachers in the context of the state's continued emphasis on effective schooling. This manual begins a statewide effort to promote assessment literacy among educators. It is emphasized that no single type of assessment can meet all of the purposes of…

The statewide teaching performance assessment instruments being used in Georgia, North Carolina, and Florida were examined. Forty-one reliability and validity studies regarding the instruments in use in each state were collected from state departments and universities. Georgia uses the Georgia Teacher Performance Assessment Instrument. North…

A representative sample of about 2,500 third-graders took the Cultural Arts Test, a perception survey which was part of the 1973-74 State Assessment of Educational Progress in North Carolina. The test dealt with students' perceptions of their own competence, interests, preferences, and happiness in the cultural arts; of their teachers. and…

In the 1973-74 North Carolina State Assessment approximately 2,500 third-graders took a health test and a physical education test. The students were randomly selected to represent the third-grade population in the state as a whole and in the three geographic regions: Mountains, Piedmont, and Costal Plains. Both sexes were about evenly represented.…

This reference manual guides users in developing or amending school improvement plans for the 1993-96 Performance-Based Accountability Program (PBAP) of the North Carolina Department of Public Instruction. The PBAP was established with the passage of the state's School Improvement and Accountability Act (1989). In addition to establishing a…

During the Spring of 1989, the North Carolina Department of Public Instruction field-tested a geometry proof performance assessment as a component of the High School End-of-Course Testing Program (EoC). The existing geometry EoC test consisted only of multiple-choice items. The performance assessment was added to the multiple-choice component to…

The paradox of site-based school management with use of standardized tests or instructional management systems that restrict teacher choices was evident in one school district in North Carolina in which measurement of student success has centered on student performance on state-mandated tests. A study was conducted to see if students whose…

The end-of-grade component of the North Carolina Testing Program was implemented in 1992-93 in response to state legislation. The end-of-grade tests emphasize higher-order thinking skills and the ability of students to solve real-life types of problems. These tests also reflect the higher standards set forth in national curriculum standards for…