1. Assessment

2. In SC in 2014-15 Readiness Assessment Program publicly funded prekindergarten or public kindergarten early language and literacy by the 45th day of the 2014-15 school year. Amplify Education, Inc. CIRCLE: the paper-based assessment mCLASS:CIRCLE: corresponding electronic version

3. In SC in 2014-15 Grade 2 for gifted and talented identification October 22 – November 13 Achievement test: Iowa Assessments Aptitude Test: CogAT (Cognitive Abilities Test) Performance Task Assessments (previously known as Project STAR): February 17 – March 5

4. In SC in 2014-15 NAEP Samples of students in grades 4, 8, and 12 Mathematics, reading and science January 26 – March 6 Some schools will pilot computer- based versions.

5. In SC in 2014-15 Alternate Assessments: Ages 8-13 and 16 as of September 1 of the assessment year SC-Alt (Science and Social Studies) March 2 – April 24 No science for High School for 2015 NCSC (ELA and Mathematics) March 30 – May 15

6. In SC in 2014-15 ACCESS for ELLs Grades K-12 February 17 – March 30 Alternate ACCESS for ELLs Grades 1-12 February 17 – March 30 Kindergarten ACCESS is a board game with no Alt version

7. In SC in 2014-15 SCPASS: Grades 4-8 Science Paper/Pencil: May 7 (Thursday) Makeup through May 15 Online: May 7 – May 22 Social Studies Paper/Pencil: May 8 (Friday) Makeup through May 15 Online: May 8 – May 22

8. In SC in 2014-15 End-of-Course Examination Program (EOCEP) Algebra 1/Math for the Technologies 2 English 1 Biology 1/ Applied Biology 2 US History and the Constitution Testing Windows: Fall 2014/Winter 2015: December 1–January 28 Spring 2015: May 4–June 9 Summer 2015: June 22–July 24

9. In SC in 2014-15 WorkKeys (Grade 11) Contract is under negotiation English Language Arts and Mathematics SC is procuring summative assessments English/language arts (English, reading, and writing skills) mathematics grades three through eight and eleven if funds are available, grades 9 and 10 college and career readiness assessment in grade 11

10. In SC in 2014-15 Assessment in spring 2015 must be aligned to the current state standards for ELA and mathematics (the Common Core State Standards or CCSS). Assessment in spring 2016 and beyond must be updated to align to standards to be adopted in Spring 2015. The assessments must be administered to students in a paper-based format in 2014-15, in both a paper-based format or computer-based format in 2015-16 and in a computer-based format by school year 2016-17.

11. Interesting results from Grade 3 SCPASS Spring 2014 3.OA.2 - Interpret whole-number quotients of whole numbers… The item shows a model of x groups of y objects. The student is asked to choose the operation and numbers modeled. a) A + B b) A B (Key) 75% got this correct, an increase of 17% over the last time it was used. c) A B (with incorrect factors) d) A – B

12. 3.OA.5 - Apply properties of operations as strategies to multiply and divide… The item shows two groups of objects arranged in a grid. One is oriented vertically, the other is oriented horizontally. The student is asked to choose the operation and numbers modeled. (In the options, numbers are given.) a) A B = B A 22% b) A + B = B + A c) C + D = D + C d) C D = D C (key) P value = 56%

13. 3.OA.7 - Fluently multiply and divide within 100… The student is asked how to find when A = B. a) B + A b) B – A c) B A (Key) 59% got this correct, an increase of 13% over the last time it was used. d) B A

14. 3.NF.3.c - Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. A number line is shown from zero to one, with tick marks dividing the whole into fractions, with a point at one. Tick marks are not labeled. The student is asked which fraction is shown at the point. This year, 61% of the students answered correctly. The last time it was used, 27% answered correctly.

15. 3.OA.7 - Fluently multiply and divide within 100… The student is asked how to find when A = B. a) B + A b) B – A c) B A (Key) 59% got this correct, an increase of 13% over the last time it was used. d) B A

16. 3.MD.8 - Solve real world and mathematical problems involving perimeters of polygons… A context is given, with something being placed around the outside of a rectangle, with no leftovers. The student is asked to identify which of four rectangles could be the rectangle given in the context. This year, 39% chose the correct rectangle. When the item was used previously, 56% chose correctly. This year, 32% confused perimeter with area. When the item was used previously, only 14% made that mistake.