This policy has been adopted by the NC State Board of Education, but is still pending codification in the NC administrative code.  all codified rules may be accessed by going to the oah website.

 

 

The achievement level ranges approved by the State Board of Education for the North Carolina End-of-Grade Tests in Reading and Mathematics at Grades 3-8, Science at Grades 5 & 8, and the North Carolina General Writing Assessment at Grade 10 for the ABCs Accountability Program are as follows:

 

 

Achievement Level Descriptors North Carolina End-of-Grade Tests

 

North Carolina Reading Achievement Level Descriptors – Grade 3

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I typically show minimal use of decoding and comprehension skills required in the North Carolina Standard Course of Study at grade three. Students can identify characters and setting. These students read a variety of short and repetitive texts. Students at this level have limited vocabulary.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills that are fundamental in this subject area and that are minimally sufficient to be successful at the next grade level.

 

Students performing at Level II can apply limited enabling strategies and skills to read and comprehend some texts, including fiction, nonfiction, poetry, and drama as required in the North Carolina Standard Course of Study at grade three. Students read and demonstrate literal comprehension of some third grade genres. Students are able to identify literary elements, such as characters, setting, problem, and main events. They use basic word identification strategies. They can draw simple conclusions and identify sequence of events in a variety of texts. They are developing the ability to use story structure and text organization.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III demonstrate grade-level reading comprehension skills as required in the North Carolina Standard Course of Study at grade three. Students are developing fluency as they read and comprehend a variety of third grade genres, such as fiction, nonfiction, poetry, and drama. Students interpret and analyze text by utilizing skills and strategies such as summarizing, making inferences and predictions, drawing conclusions, determining main idea, and making connections. They also use text features and text structures to comprehend. Students analyze characters, identify problems, determine the meaning of unfamiliar words, and develop an expanded vocabulary.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV demonstrate an independent application of the reading comprehension skills required in the North Carolina Standard Course of Study at grade three. Students at this level read with fluency and comprehend a variety of third grade genres, such as fiction, nonfiction, poetry, and drama. Students analyze and integrate information to infer, draw conclusions, determine author’s purpose, and generalize. Students independently compare and contrast elements within and between texts. They also analyze the effect of figurative language, author’s craft, and literary elements.

 

North Carolina Reading Achievement Level Descriptors – Grade 4

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I can apply minimal enabling strategies and skills to read and comprehend some texts as required in the North Carolina Standard Course of Study at grade four. These students can use basic word strategies, text features, and structure to assist them in reading and comprehending text and identifying genre. Students can identify basic, explicit details and elements of a selection.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills that are fundamental in this subject area and that are minimally sufficient to be successful at the next grade level.

 

Students performing at Level II can apply limited enabling strategies and skills to read and comprehend some texts, including fiction, nonfiction, poetry, and drama, as required in the North Carolina Standard Course of Study at grade four. Students can identify an explicitly stated main idea, relevant information, story sequence, and basic story structure and elements. In addition, they can interpret simple dialogue and character actions, connect text to self, follow two-step directions, form simple questions from text, draw simple conclusions, and use basic word-identification strategies.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III can apply a combination of enabling strategies and skills to read and comprehend a variety of texts, including fiction, nonfiction, poetry, and drama, as required in the North Carolina Standard Course of Study at grade four. This includes making generalizations, connections, inferences and relevant predictions; analyzing characters; identifying problems and solutions, main idea, and supporting details; drawing conclusions; summarizing; comparing and contrasting; and determining the meaning of unfamiliar words and author’s purpose. Students are able to use information from multiple sources such as charts, graphs, and maps and can interpret information that is not explicitly stated in the text to determine theme, mood, main idea, and word choice.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV demonstrate a highly proficient application of a combination of enabling strategies and skills to read and comprehend a variety of texts, including fiction, nonfiction, poetry, and drama as required in the North Carolina Standard Course of Study at grade four. Students can critically analyze, integrate, and evaluate information from multiple sources to generate connections and formulate and apply new ideas. They can interpret author’s implicit and explicit purpose and information from multiple perspectives.

 

 

North Carolina Reading Achievement Level Descriptors – Grade 5

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I demonstrate minimal reading comprehension skills as required in the North Carolina Standard Course of Study at grade five. Students show evidence of some literal comprehension of limited fifth-grade texts. Typically students make simple predictions and simple concrete connections between texts with common themes. Students may be able to identify genre, main idea, and simple details. Students apply minimal strategies and skills to increase fluency and build background knowledge.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills that are fundamental in this subject area and that are minimally sufficient to be successful at the next grade level.

 

Students performing at Level II can apply limited enabling strategies and skills to read and comprehend some texts, such as fiction, nonfiction, poetry, and drama as required in the North Carolina Standard Course of Study at grade five. Students typically show evidence of literal comprehension of a limited variety of fifth-grade texts. Students apply basic knowledge of text structure to locate information for specific purposes. They typically draw simple conclusions, make basic inferences, identify sequence of events, identify basic story elements, and recognize information in a limited variety of texts. Students demonstrate basic strategies to assist in vocabulary and comprehension development.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at achievement level III demonstrate a proficient application of the reading comprehension skills required in the North Carolina Standard Course of Study at grade five. Students comprehend a variety of fifth-grade texts, such as fiction, nonfiction, poetry, and drama. Students typically apply comprehension strategies such as making predictions, drawing on personal understanding, extending vocabulary, evaluating inferences, analyzing content, and making connections within text. They also utilize a variety of metacognitive strategies to monitor comprehension, such as skimming, scanning, questioning, paraphrasing, and summarizing. Students are able to integrate main idea and details to further their understanding. Students are able to reference text to support conclusions. Students typically evaluate inferences and conclusions. Students can recognize media techniques such as bias, propaganda, and stereotyping.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students at Level IV demonstrate a highly proficient understanding of grade-level skills and comprehension as required in the North Carolina Standard Course of Study at grade five. Students comprehend a greater variety of fifth-grade texts, such as fiction, nonfiction, poetry, and drama. Students achieve a higher level of comprehension by predicting, questioning, evaluating, analyzing, justifying, integrating, critiquing, and making judgments about elements of text. They also identify elements of fiction and nonfiction by referencing the text for author’s choice of words, plot development, figurative language, and tone. Students make multiple connections within and between texts by recognizing similarities and differences based on a common theme or message. Students are also able to cite supporting evidence when evaluating such elements as character, plot, and theme.

 

North Carolina Reading Achievement Level Descriptors – Grade 6

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I demonstrate a minimal understanding of the reading comprehension skills required in the North Carolina Standard Course of Study at grade six. Students possess some knowledge of a variety of sixth-grade-level texts, such as fiction, literary and informational nonfiction, poetry, and drama. Students may identify main idea, make basic predictions, and locate information that is directly stated in the text. Students are extending vocabulary knowledge.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills that are fundamental in this subject area and that are minimally sufficient to be successful at the next grade level.

 

Students performing at Level II demonstrate a limited understanding and are beginning to apply the reading comprehension skills required in the North Carolina Standard Course of Study at grade six. Students comprehend a variety of sixth-grade texts, such as fiction, literary and informational nonfiction, poetry, and drama, at the literal level. Students identify main idea, make simple inferences, draw conclusions, and make predictions. Students are beginning to determine author’s purpose and use information from text for comprehension. Students compare, contrast, and make limited connections to text. They have some understanding of literary elements.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III demonstrate a proficient application of the reading comprehension skills required in the North Carolina Standard Course of Study at grade six. Students comprehend a variety of sixth- grade texts, such as fiction, literary and informational nonfiction, poetry, and drama. Students infer, analyze, integrate, evaluate, draw conclusions, determine author’s purpose, and examine underlying assumptions. Students make connections within and between texts. They also analyze the effects of literary devices and author’s craft.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV demonstrate a highly proficient application of the reading comprehension skills required in the North Carolina Standard Course of Study at grade six. Students thoroughly comprehend a variety of sixth-grade-level texts, such as fiction, literary and informational nonfiction, poetry, and drama. Students use analytical, integrative, and evaluative skills in examining texts to make connections and to evaluate the effects of literary devices and author’s craft.

North Carolina Reading Achievement Level Descriptors – Grade 7

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I demonstrate minimal reading comprehension skills as required in the North Carolina Standard Course of Study at grade seven. With support, these students show minimal understanding of grade-level text features and organizational structures; are able to determine main idea of basic texts; can locate apparent details; and can identify characters, setting, and basic literary elements. Students demonstrate limited vocabulary, decoding, and fluency, which restrict independent reading comprehension.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills that are fundamental in this subject area and that are minimally sufficient to be successful at the next grade level.

 

Students performing at Level II demonstrate a limited understanding and are beginning to apply the reading comprehension skills required in the North Carolina Standard Course of Study at grade seven. Students at this level apply appropriate reading strategies, such as making connections within text to show evidence of literal understanding of grade-level material. They identify vocabulary using context clues or prompts. Students identify main idea, supporting details, literary elements/devices, and author’s purpose, and draw limited inferences and conclusions. They compare and contrast information using prior knowledge.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III demonstrate grade-level reading comprehension skills as required in the North Carolina Standard Course of Study at grade seven. Students at this level apply knowledge of language structure to demonstrate comprehension and vocabulary proficiency. They distinguish between implied main idea and details to determine the importance of information. Students analyze the effect of figurative language, author’s craft, and literary elements in a variety of texts. They infer, synthesize, draw conclusions, determine author’s purpose, summarize, and make connections to related topics. They recognize and respond to argumentative organizational structure. In informational texts, students recognize bias and propaganda as well as compare and contrast related concepts and ideas.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV demonstrate an advanced application of the reading comprehension skills required in the North Carolina Standard Course of Study at grade seven. Students utilize knowledge of language structure within the text as well as generate new meaning based on text. They demonstrate highly proficient application in evaluating argument, author’s purpose, craft, stance, bias, hidden message, and propaganda. They summarize and synthesize information from multiple sources. These students compare and contrast concepts and ideas and draw conclusions from reading text with regard to global implications.

 

 North Carolina Reading Achievement Level Descriptors – Grade 8

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I demonstrate limited decoding and fluency, which restricts independent reading comprehension as described in the North Carolina Standard Course of Study at grade eight.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills that are fundamental in this subject area and that are minimally sufficient to be successful at the next grade level.

 

Students performing at Level II demonstrate a limited understanding and are beginning to apply the reading comprehension skills required in the North Carolina Standard Course of Study at grade eight. Students make general predictions, summarize information, generate literal and inferential questions and ideas, cite sources used, identify problems and solutions, and determine the accuracy of information. They have difficulty refining understanding and use of argument and possess a limited understanding of author’s purpose. They recognize literary elements and genres and have a limited use of context clues to identify and define unknown words. Students recognize some figurative language, dialogue, flashback, allusion, irony, and symbolism.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III demonstrate mastery of reading comprehension outlined in the North Carolina Standard Course of Study at grade eight. Students make inferences and predictions, summarize information, generate questions and ideas, cite sources used, evaluate problems and solutions, and determine importance and accuracy of information. These students evaluate the effect of bias and emotional factors and identify effectiveness of tone, style, and use of language. They accurately evaluate print and nonprint materials. Students interpret literary elements, genres, figurative language, dialogue, flashback, allusion, irony, and symbolism. They use context clues to identify and define unknown words and compare and contrast related concepts.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV demonstrate a highly proficient application of reading comprehension skills required in the North Carolina Standard Course of Study at grade eight. Students make inferences and predictions, summarize information, generate questions and ideas, cite sources used, evaluate problems and solutions, and determine importance of accuracy of information. These students evaluate the impact of bias and emotional factors and identify effectiveness of tone, style, and use of language. Students interpret literary elements, genres, figurative language, dialogue, flashback, allusion, irony, and symbolism. They use context clues to identify and define unknown words.

 

Achievement Level Descriptors for North Carolina End-of-Grade Tests--Grade 3 Mathematics

 

 

Achievement Level I:

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I show minimal understanding and computational accuracy. The students often respond with inappropriate answers or procedures.  They rarely use problem-solving strategies.

 

Level I students demonstrate a lack of development of number sense for whole numbers through 9,999 and a lack of evidence of ability to perform multi-digit addition and subtraction. They can rarely show knowledge of multiplication facts. Students inconsistently compare, order, and represent rational numbers (halves, fourths, and eighths; thirds and sixths) concretely and symbolically. They rarely use appropriate vocabulary to compare, describe, and classify two- and three-dimensional shapes. Students are not able to correctly measure length, capacity, weight, time, and temperature (Fahrenheit and Celsius). They can sometimes identify and extend simple numeric or geometric patterns. Students show minimal understanding of organizing and displaying data using a variety of graphs. They are rarely able to identify points on rectangular coordinate system. Students seldom correctly use symbols to represent unknown quantities in number sentences and to solve simple equations. They rarely solve problems using a variety of strategies.

 

Achievement Level II:          

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Level II typically show some evidence of understanding and computational accuracy. The students sometimes respond with appropriate answers or procedures.  They demonstrate limited use of problem-solving strategies.

 

Level II students show some evidence of number sense for whole numbers through 9,999 and some evidence of multi-digit subtraction. They inconsistently apply multiplication facts in single-digit multiplication and division. Using fractions, they often incorrectly compare, order, and occasionally misrepresent (halves, fourths, thirds, sixths, and eighths). Students sometimes use appropriate vocabulary to compare, describe, and classify two- and three- dimensional shapes. They are inconsistent in measurement of length, capacity, weight, time, and temperature (Fahrenheit and Celsius). Students show limited understanding of the concept of probability. They are inconsistent when they identify and extend numeric and geometric patterns. Students are sometimes successful at organizing and displaying data using a variety of graphs. They sometimes correctly identify points on the rectangular coordinate system. Students occasionally correctly solve problems where symbols are used to represent unknown quantities in number sentences and to solve simple equations. They sometimes solve problems using a limited variety of strategies

 

 

 

 

 

Achievement Level III:         

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III generally show understanding, compute accurately. The students consistently respond with appropriate answers or procedures.  They use a variety of problem-solving strategies.

 

Level III students demonstrate number sense for whole numbers through 9,999 and show consistent evidence of ability with multi-digit subtraction. They know multiplication facts and are fluent with single-digit multiplication and division. They regularly are successful at comparing, ordering and representing rational numbers (halves, fourths, thirds, sixths, and eighths). Students consistently use appropriate vocabulary to compare, describe, and classify two- and three-dimensional shapes. They frequently measure length, capacity, weight, time, and temperature accurately (Fahrenheit and Celsius). Almost always, students identify and extend numeric or geometric patterns correctly. They correctly organize and display data using a variety of graphs. Students appropriately use the rectangular coordinate system to graph and identify points. They understand and use simple probability concepts.

 

Students generally are able to use symbols to represent unknown quantities in number sentences and to solve simple equations successfully. They can solve problems using a variety of strategies.

 

 

Achievement Level IV:         

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV commonly show a high level of understanding, compute accurately.  The students are very consistent responding with appropriate answers or procedures.  They demonstrate flexibility by using a variety of problem-solving strategies.

 

Level IV students demonstrate a high level of success with regard to number sense for whole numbers through 9,999. They show mastery of multi-digit subtraction and apply multiplication facts fluently with single-digit multiplication and division. They consistently correctly compare, order, and represent rational numbers (halves, fourths, thirds, sixths, and eighths). Students consistently use appropriate vocabulary to compare, describe, and classify two- and three- dimensional shapes. They accurately measure length, capacity, weight, time, and temperature (Fahrenheit and Celsius). Students successfully identify and extend complex numeric or geometric patterns. They successfully organize, display, and interpret data using a variety of graphs. Students use the rectangular coordinate system to graph, identify, and mentally manipulate points. They accurately apply simple probability concepts. Students correctly use symbols to represent unknown quantities in number sentences and to solve equations. They solve high level thinking problems using a wide variety of strategies.

 

Achievement Level Descriptors for North Carolina End-of-Grade Tests--

Grade 4 Mathematics

 

 

Achievement Level I:

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I show minimal understanding and computational accuracy. The students often respond with inappropriate answers or procedures.  They rarely use problem-solving strategies.

 

Level I students rarely show number sense by comparing, ordering, estimating, and representing numbers from 0.01 to 99,999. Students are rarely able to multiply and divide multi-digit numbers or use strategies for estimation of products and quotients in appropriate situations. Students are not able to add and subtract fractions with like denominators. They seldom solve problems involving the perimeter of plane figures and the area of rectangles. Students cannot make appropriate use of the coordinate plane to describe location and relative position of points. They seldom describe lines accurately as parallel or perpendicular. Students are rarely successful at collecting, organizing, analyzing, and displaying data using a variety of graphs. They are unable to use range, median, and mode to describe a set of data. Students can rarely design simple experiments to investigate and describe the probability of events. Students are unable to use the order of operations or the identity, commutative, associative, and distributive properties.

 

 

Achievement Level II:          

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Level II typically show some evidence of understanding and computational accuracy. The students sometimes respond with appropriate answers or procedures.  They demonstrate limited use of problem-solving strategies.

 

Level II students sometimes show number sense by comparing, ordering, estimating, and representing numbers from 0.01 to 99,999. They inconsistently multiply and divide multi-digit numbers. Students sometimes use strategies including estimation of products and quotients in appropriate situations. They are inconsistent in addition and subtraction of fractions with like denominators. Students sometimes solve problems involving perimeter of plane figures and the area of rectangles. Students sometimes correctly use the coordinate plane to describe the location and relative position of points. They inconsistently describe lines correctly as parallel or perpendicular. Students have difficulty collecting, organizing, analyzing, and displaying data using a variety of graphs. They are inconsistent in their ability to use range, median, and mode to describe a set of data. Students sometimes successfully design and use simple experiments to investigate and describe the probability of events. Students inconsistently use the order of operations or the identity, commutative, associative, and distributive properties.

 

 

 

 

 

 

 

 

 

 

Achievement Level III:         

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III generally show understanding and computational accuracy. The students consistently respond with appropriate answers or procedures.  They use a variety of problem-solving strategies.

 

Level III students frequently show number sense by comparing, ordering, estimating, and representing numbers from 0.01 to 99,999. They are usually consistent when multiplying and dividing multi-digit numbers; they use strategies including estimation of products and quotients in appropriate situations. They also add and subtract numbers with like denominators. Students solve problems involving perimeter of plane figures and area of rectangles. Students use coordinate planes to describe the location and relative position of points. They describe lines correctly as parallel or perpendicular. Students collect, organize, analyze, and display data using a variety of graphs. They use range, median, and mode to describe a set of data. Students design and use simple experiments to investigate and describe the probability of events. Students generally can use the order of operations or the identity, commutative, associative, and distributive properties.

 

 

Achievement Level IV:         

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV commonly show a high level of understanding and computational accuracy. The students are very consistent responding with appropriate answers or procedures.    They demonstrate flexibility by using a variety of problem-solving strategies.

 

Level IV students successfully show number sense by comparing, ordering, estimating, and representing numbers from 0.01 to 99,999. They display fluency with multiplication and division of multi-digit numbers. Students effectively use strategies including estimation of products and quotients in appropriate situations. They exhibit mastery of addition and subtraction of fractions with like denominators and decimals through hundredths. Students consistently solve problems involving the perimeter of plane figures and area of rectangles. They show a thorough understanding and application of the coordinate plane when describing location and relative position of a point. Students consistently describe lines correctly as parallel or perpendicular. They successfully collect, organize, and display data using a variety of graphs. Students accurately use range, median, and mode to describe a set of data. They effectively design and use simple experiments to investigate and describe the probability of events. Students successfully use the order of operations or the identity, commutative, associative, and distributive properties.

 

Achievement Level Descriptors for North Carolina End-of-Grade Tests--

Grade 5 Mathematics

 

Achievement Level I:

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I usually show minimal understanding and computational accuracy and often respond with inappropriate answers or procedures.  They rarely use problem-solving strategies.

 

Students rarely demonstrate number sense for rational numbers 0.001 through 999,999. They rarely demonstrate ability in the addition, subtraction, comparison, and ordering of fractions and decimals. They seldom can estimate the measure of an object in one system given the measure of that object in another system. They rarely identify, estimate, and measure the angles of plane figures and rarely identify angle relationships. Students rarely identify, define, and describe the properties of plane figures, including parallel lines, perpendicular lines, and lengths of sides and diagonals. Students are seldom able to identify, generalize, and extend numeric and geometric patterns. In solving problems, fifth-graders at Level I rarely organize, analyze, and display data using a variety of graphs. They rarely are able to use range, median, and mode to describe multiple sets of data. Students rarely use algebraic expressions to solve one-step equations and inequalities. They rarely identify, describe, and analyze situations with constant or varying rates of change.

 

Achievement Level II:          

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Level II typically show some evidence understanding and computational accuracy and sometimes respond with appropriate answers or procedures.  They demonstrate limited use of problem-solving strategies.

 

Students demonstrate inconsistent number sense for rational numbers 0.001 through 999,999. They demonstrate limited ability in the addition, subtraction, comparison, and ordering of fractions and decimals. They inconsistently estimate the measure of an object in one system given the measure of that object in another system. They sometimes correctly identify, estimate, and measure the angles of plane figures and sometimes correctly identify angle relationships. Students inconsistently identify, define, and describe the properties of plane figures, including parallel lines, perpendicular lines, and lengths of sides and diagonals. Students are sometimes able to identify, generalize, and extend numeric and geometric patterns. In problem solving, fifth-graders at Level II inconsistently organize, analyze, and display data using a variety of graphs. They have inconsistent success using range, median, and mode to describe multiple sets of data. Students sometimes are able to use algebraic expressions to solve one-step equations and inequalities. They inconsistently identify, describe, and analyze situations with constant or varying rates of change.

 

 

 

 

 

 

 

 

Achievement Level III:         

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III generally show understanding, compute accurately, and respond with appropriate answers or procedures.  They use a variety of problem-solving strategies.

 

Students generally demonstrate number sense for rational numbers 0.001 through 999,999. They generally demonstrate ability in the addition, subtraction, comparison, and ordering of fractions and decimals. They usually make correct estimates of the measure of an object in one system given the measure of that object in another system.  Students generally identify, estimate, and measure the angles of plane figures and generally identify angle relationships. They generally identify, define, and describe the properties of plane figures, including parallel lines, perpendicular lines, and lengths of sides and diagonals. Students are usually able to identify, generalize, and extend numeric and geometric patterns. To solve problems, fifth-graders at Level III generally are able to organize, analyze, and display data using a variety of graphs. They generally use range, median, and mode to describe multiple sets of data. Students generally use algebraic expressions to solve one-step equations and inequalities. They generally identify, describe, and analyze situations with constant or varying rates of change.

 

Achievement Level IV:         

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV commonly show a high level of understanding, compute accurately, and respond consistently with appropriate answers or procedures.  They demonstrate flexibility by using a variety of problem-solving strategies.

 

Students consistently demonstrate number sense for rational numbers 0.001 through 999,999. They consistently demonstrate ability in the addition, subtraction, comparison, and ordering of fractions, mixed numbers, and decimals. They correctly estimate the measure of an object in one system given the measure of that object in another system.  Students commonly identify, estimate, and measure the angles of plane figures and commonly identify angle relationships. They consistently identify, define, and describe the properties of plane figures, including parallel lines, perpendicular lines, and lengths of sides and diagonals. Students are commonly able to identify, generalize, and extend numeric and geometric patterns. To solve problems, fifth-graders at Level IV consistently organize, analyze, and display data using a variety of graphs. They consistently use range, median, and mode to describe multiple sets of data. Students commonly use algebraic expressions to solve one-step equations and inequalities. They commonly identify, describe, and analyze situations with constant or varying rates of change.

 

Achievement Level Descriptors for North Carolina End-of-Grade Tests--

Grade 6 Mathematics

 

Achievement Level I:

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I lack understanding and computational accuracy. They frequently respond with inappropriate answers or procedures.  They seldom use problem-solving strategies.

 

Level I students seldom accurately add, subtract, multiply, and divide non-negative rational numbers using order of operations. They seldom correctly compare, order, and estimate with rational numbers. They lack understanding in the use of factors, multiples, exponential and scientific notation, prime factorization and percents. Level I students seldom correctly estimate and measure weight and mass of three-dimensional figures to solve problems. They seldom estimate and measure length, perimeter, area, circumference, and angles of two-dimensional figures to solve problems.

They seldom can identify and describe the intersection and transformation of geometric figures in a coordinate plane. They lack understanding of counting strategies and seldom can solve problems by determining the probability of simple, compound, dependent, and independent events. Level I students seldom can simplify algebraic expressions as well as use one- and two-step equations and inequalities to represent relationships and solve problems.

 

 

Achievement Level II:          

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Level II exhibit inconsistent performance and show limited evidence of understanding.  They have difficulty applying problem-solving strategies in unfamiliar situations.  

 

Students are not consistently able to add, subtract, multiply, and divide non-negative rational numbers using order of operations. They demonstrate limited ability in the use of factors, multiples, exponential and scientific notation, prime factorization and percents. Level II students inconsistently estimate and measure weight and mass of three-dimensional figures. They inconsistently estimate and measure length, perimeter, area, circumference, and angles of two-dimensional figures to solve problems. They inconsistently identify and describe the intersection and transformation of geometric figures in a coordinate plane. Students demonstrate limited ability with counting strategies and solve problems by determining the probability of simple, compound, dependent, and independent events. They inconsistently apply algebraic principles to simplify algebraic expressions as well as use one- and two-step equations and inequalities to represent relationships and solve problems.

 

 

 

 

 

 

 

 

 

 

 

Achievement Level III:         

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III generally show understanding, compute accurately, and respond with appropriate answers or procedures.  They use a variety of problem-solving strategies.

 

Students generally are able to accurately add, subtract, multiply, and divide non-negative rational numbers using order of operations. They usually demonstrate ability in the use of factors, multiples, exponential and scientific notation, prime factorization and percents. Students generally estimate and measure weight and mass of three-dimensional figures to solve problems. They generally estimate and measure length, perimeter, area, circumference, and angles of two-dimensional figures to solve problems. Students generally identify and describe the intersection and transformation of geometric figures in a coordinate plane. They demonstrate general ability with counting strategies and solve problems by determining the probability of simple, compound, dependent, and independent events. They generally can simplify algebraic expressions as well as use one- and two-step equations and inequalities to represent relationships and solve problems.

 

Achievement Level IV:         

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV show a high level of understanding, compute accurately, and respond consistently with appropriate answers or procedures.  They demonstrate flexibility by using a variety of problem-solving strategies.

 

Students consistently and accurately add, subtract, multiply, and divide non-negative rational numbers using order of operations. They demonstrate fluency in the use of factors, multiples, exponential and scientific notation, prime factorization and percents. Students consistently estimate and measure weight and mass of three-dimensional figures to solve problems. They consistently estimate and measure length, perimeter, area, circumference, and angles of two-dimensional figures to solve problems. They consistently identify and describe the intersection and transformation of geometric figures in a coordinate plane. Students demonstrate fluency with counting strategies and solve problems by determining the probability of simple, compound, dependent, and independent events. They consistently are able to simplify algebraic expressions as well as use one- and two-step equations and inequalities to represent relationships and solve problems.

 

Achievement Level Descriptors for North Carolina End-of-Grade Tests--

Grade 7 Mathematics

 

Achievement Level I:

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I lack understanding and computational accuracy. They frequently respond with inappropriate answers or procedures.  They seldom use problem-solving strategies.

 

Level I students show insufficient mastery of addition, subtraction, multiplication, and division of rational numbers following the order of operations. (Rational numbers may be positive, negative, or zero and include whole numbers, fractions, mixed numbers, and decimals). Students show inability to set up and solve real-world percent problems. They rarely can write and solve proportions with rational numbers, including scaling and scale drawing. Students at Level I usually can not solve problems involving the volume of rectangular prisms, triangular prisms, and cylinders. At Level I, students are not successful in creation of a box plot with understanding of measures of central tendency and the effect of outliers. They cannot write and solve functions from graphs, tables, or written descriptions in simpler problems. Students seldom are able to use linear equations or inequalities to solve authentic problems.

 

Achievement Level II:          

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Level II exhibit inconsistent performance and show limited evidence of understanding.  They have difficulty applying problem-solving strategies in unfamiliar situations.

 

Level II students demonstrate inconsistent ability with addition, subtraction, multiplication, and division of rational numbers following the order of operations. (Rational numbers may be positive, negative, or zero and include whole numbers, fractions, mixed numbers, and decimals). Students have difficulty with the set up and solution of real-world percent problems. They are inconsistent in ability to write and solve proportions with rational numbers, including scaling and scale drawing. Students at Level II can sometimes solve problems involving the volume of rectangular prisms, triangular prisms, and cylinders. At Level II, students are partially successful in creation of a box plot with understanding of measures of central tendency and the effect of outliers. They write and solve functions from graphs, tables, or written descriptions in simpler problems. Students can sometimes use linear equations or inequalities to solve authentic problems.

 

 

 

 

 

 

 

 

 

 

 

 

Achievement Level III:         

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III generally show understanding, compute accurately, and respond with appropriate answers or procedures.  They use a variety of problem-solving strategies.

 

Level III students demonstrate consistent ability with addition, subtraction, multiplication, and division of rational numbers following the order of operations. (Rational numbers may be positive, negative, or zero and include whole numbers, fractions, mixed numbers, and decimals). Students also show consistent ability to set up and solve real-world percent problems. They demonstrate consistent ability to write and solve proportions with rational numbers, including scaling and scale drawing. Students are able to solve problems involving the volume of rectangular prisms, triangular prisms, and cylinders. At Level III, students are usually successful in creation of a box plot with understanding of measures of central tendency and the effect of outliers. They write and solve functions from graphs, tables, or written descriptions with consistent success. Students use linear equations or inequalities to solve authentic problems.

 

Achievement Level IV:         

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV show a high level of understanding, compute accurately, and respond consistently with appropriate answers or procedures.  They demonstrate flexibility by using a variety of problem-solving strategies.

 

Level IV students demonstrate fluency with addition, subtraction, multiplication, and division of rational numbers using order of operations. (Rational numbers may be positive, negative, or zero and include whole numbers, fractions, mixed numbers, and decimals). Students show a high level of success to set up and solve real-world percent problems. Level IV students are very successful at writing and solving proportions with rational numbers, including scaling and scale drawing. They solve multi-step surface area and volume problems including composite figures. Students consistently and accurately create a box plot from data, showing understanding of all central tendencies and the effect of outliers. They write and solve functions from graphs, tables, or written descriptions with a high level of success. Students very effectively use linear equations or inequalities to solve authentic problems.

 

Achievement Level Descriptors for North Carolina End-of-Grade Tests--

Grade 8 Mathematics

 

Achievement Level I:

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Level I lack understanding and computational accuracy. They frequently respond with inappropriate answers or procedures.  They seldom use problem-solving strategies.

 

Level I students show lack of understanding of real numbers, including irrational numbers. They rarely are able to use indirect measurements or to use the Pythagorean Theorem to solve problems. Level I students are seldom successful at organizing and interpreting data, using scatterplots and approximating a line of best fit. Students at Level I demonstrate a lack of understanding of functions and are unable to convert functions between forms and interpret slope and intercepts. They can seldom use linear equations and inequalities to solve problems or translate between words, tables, and graphs.

 

 

Achievement Level II:          

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Level II exhibit inconsistent performance and show limited evidence of understanding.  They have difficulty applying problem-solving strategies in unfamiliar situations.  

 

Level II students show an inconsistent level of understanding of real numbers, including irrational numbers. They have difficulty using indirect measurements and using the Pythagorean Theorem to solve problems. Level II students show limited evidence of ability at organizing and interpreting data, using scatterplots and approximating a line of best fit. Students at Level II demonstrate a limited understanding of functions are inconsistent in converting functions between forms and interpreting slope and intercepts. They have difficulty using linear equations and inequalities to solve problems, translating between words, tables, and graphs.

 

 

Achievement Level III:         

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Level III generally show understanding, compute accurately, and respond with appropriate answers or procedures.  They use a variety of problem-solving strategies. 

 

Level III students consistently show a proficient level of understanding of real numbers including irrational numbers. They generally are correct in use of indirect measurements. Students are usually successful at using the Pythagorean Theorem to solve problems. Level III students are often successful at organizing and interpreting data, using scatterplots and approximating a line of best fit. Students at Level III demonstrate an understanding of functions and can usually convert functions between forms and interpret slope and intercepts. They are generally successful at using linear equations and inequalities to solve problems, translating between words, tables, and graphs.

 

 

Achievement Level IV:         

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Level IV show a high level of understanding, compute accurately, and respond consistently with appropriate answers or procedures.  They demonstrate flexibility by using a variety of problem-solving strategies.

 

Level IV students consistently show a high level of understanding of real numbers, including irrational numbers. They correctly and accurately use indirect measurements. Students are consistently successful at using the Pythagorean Theorem to solve problems. Level IV students are highly successful at organizing and interpreting data, using scatterplots and approximating a line of best fit. Students at Level IV demonstrate a high level understanding of functions and are successful converting functions between forms and interpreting slope and intercepts. They are highly successful at using linear equations and inequalities to solve problems, translating between words, tables, and graphs.

 

 Achievement Level Descriptors for Science—Grade 5

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Achievement Level I demonstrate insufficient knowledge and skills in this subject area at grade level. Students demonstrate partial understanding of the diversity within ecosystems, the concept that basic landforms change, weather and climate, and the concepts of force and motion.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Achievement Level II demonstrate emerging knowledge and skills in this subject area and are minimally prepared at grade level. Students demonstrate limited understanding of the relationships within ecosystems, the components of the processes that change basic landforms, some factors influencing weather and climate, and the relationship between force and motion.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Achievement Level III demonstrate grade level knowledge and skills. Students demonstrate a proficient level of understanding of the interdependence within ecosystems, the processes that change basic landforms, factors influencing weather and climate, and forces and motion in basic technological designs.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Achievement Level IV consistently demonstrate skills and knowledge at grade level. Students demonstrate a considerable understanding and evaluation of the interdependence within ecosystems as well as the ability to analyze the relationships within, the processes that change basic landforms while considering possible outcomes, the factors influencing weather and climate as well as interpreting how changes would affect the system, and forces and motion in basic technological designs as well as applying the concepts to possible situations.

 

 

 

Achievement Level Descriptors for Science—Grade 8

 

Achievement Level I

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Achievement Level I demonstrate insufficient knowledge and skills in this subject area to be successful at the next grade level. Students demonstrate partial understanding of some basic principles of scientific inquiry and technological design; basic characteristics of water; chemical changes in matter; some factors affecting biological and geological evolution; some basic structures of an animal cell; micro-organisms that cause diseases.

 

Achievement Level II

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Achievement Level II demonstrate emerging knowledge and skills in this subject area and are minimally prepared at grade level. Students demonstrate limited understanding of basic principles and methodologies of scientific inquiry and technological design;  the distribution, use, and properties of water and the water cycle; some properties of pure substances and the recognition of chemical changes in matter; factors affecting biological and geological evolution which cause change over time; the basic structures and some functions of an animal cell and some single-celled organisms; simple relationships between micro-organisms and diseases, and basic applications of biotechnology.

 

Achievement Level III

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Achievement Level III demonstrate grade level knowledge and skills. Students demonstrate a proficient level of understanding of principles and methodologies of scientific inquiry and technological design; the distribution, use, properties, quality and stewardship of water systems; the properties of pure substances, the recognition or measurement of chemical changes in matter, and impacts of chemicals on humans; processes that affect biological and geological evolution, and how technologies can be used to monitor changes over time; the structures, functions, and processes of an animal cell, and the variety of single-celled organisms; relationships between micro-organisms and disease, human impacts on disease control, and the applications of biotechnology.

 

Achievement Level IV

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Achievement Level IV consistently demonstrate skills and knowledge at grade level. Students demonstrate a considerable understanding and evaluation of the application of principles and methodologies of scientific inquiry and technological design; relationships and unifying concepts of the distribution, use, properties, quality and stewardship of water systems; the application of the properties of pure substances, the recognition, measurement, and prediction of chemical changes in matter, and impacts of chemicals on humans; relationships and unifying concepts of the processes that affect biological and geological evolution, and how technologies can be used to monitor and predict changes over time; cellular structures, functions, and processes and explain how all three are interrelated and the variety of single-celled organisms; relationships between micro-organisms and disease, human impacts on disease control,  biotechnology and apply them to real-world situations.

 

 

 

 

Achievement Level Descriptors—Grade 10 General Writing Assessment

 

Achievement Level I:

Students performing at this level do not have sufficient mastery of knowledge and skills in this subject area to be successful at the next grade level.

 

Students performing at Achievement Level I have made an attempt to address the task but there is weak, inconsistent, or little or no sense of progression from one idea to another, resulting in a loss of focus on the topic/subject. Little or no relevant details are present that support the topic/subject. The students display a lack of minimal knowledge of sentence structure, usage, spelling, and punctuation necessary to be successful at the next grade level.

 

Achievement Level II:          

Students performing at this level demonstrate inconsistent mastery of knowledge and skills in this subject area and are minimally prepared to be successful at the next grade level.

 

Students performing at Achievement Level II exhibit some sense of control of the purpose, audience, and context of the response. An organizational structure establishing minimal relatedness between and among ideas and/or events impacts logical progression and a few general or unelaborated details are present. The students display patterns of errors in conventions and are minimally prepared to be successful at the next grade level.

 

Achievement Level III:         

Students performing at this level consistently demonstrate mastery of grade level subject matter and skills and are well prepared for the next grade level.

 

Students performing at Achievement Level III maintain consistent control of the purpose, audience, and context of the response. A sense of organization, a logical progression of ideas, and sufficiently developed support and elaboration are present. Students display a consistent control of conventions and style and are well prepared for the next grade level.

 

Achievement Level IV:         

Students performing at this level consistently perform in a superior manner clearly beyond that required to be proficient at grade level work.

 

Students performing at Achievement Level IV demonstrate the use of higher order thinking skills in presenting a unified progression of ideas while examining the relationships between and among those ideas. In-depth support and elaboration is shown through the use of precise, appropriate language. Students display a skillful use of conventions and style clearly beyond that required to be proficient at grade level work.