NC Check-Ins NC Math 1 and NC Math 3 Specifications

NC Check-Ins NC Math 1 and NC Math 3 Specifications 

NC Check-Ins Overview and Purpose

NC Check-Ins are interim assessments aligned to North Carolina content standards in mathematics for NC Math 1 and NC Math 3 and are developed by The North Carolina Department of Public Instruction (NCDPI). There are two NC Check-Ins that can be administered in both the yearlong and semester format. Each NC Check-In focuses on a selected subset of course-level content standards. 

The main purpose of NC Check-Ins is to provide students, teachers, and parents with immediate in-depth action-data and a reliable estimate of students’ current performance on the selected subset of content standards. A secondary purpose is derived from NC Check-Ins’ strong relationship with course-level end-of-course (EOC) summative assessments. Both EOCs and NC Check-Ins share a common item bank, and performance on the NC Check-Ins serves as an early indicator of a student’s level of preparedness for the EOC summative assessment. 

The NCDPI does not have validity evidence to support using results from NC Check-Ins as a predictor of student performance on the EOC summative assessment. Even though there is evidence of a significant correlation between scores from NC Check-Ins and EOCs, this correlation evidence by itself does not signify prediction. The overall value of NC Check-Ins is the use of in-depth action-data for formative purposes throughout the year to help students and teachers adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. 

Content Specification Development

  • The NC Check-Ins are aligned to the NC Standard Course of Study (NCSCOS) for Mathematics, adopted by the North Carolina State Board of Education in June 2017. 

  • The NCSCS may be reviewed by visiting the NCDPI/Academic Standards for Mathematics webpage

  • For NC Math 1, assessment specifications meetings were held in June 2019. The NCDPI/Test Development Section collaborated with a panel of North Carolina teachers and educators to develop recommendations for the content standards to be assessed (see Table 1). For each recommended content standard, panelists provided input on the relative importance of the standard, the anticipated instructional time for the standard, and the appropriateness of the standard for different question types. 

  • For NC Math 3, a statewide survey was used March 2022 to gather feedback to guide recommended groupings of content standards (see Table 2). For each recommended content standard, respondents provided input on the relative importance of the standard and the anticipated instructional time for the standard. The NCDPI Accountability Services/Test Development Section collaborated with mathematics content staff from the Academic Standards Section at NCDPI and Technical Outreach for Public Schools (TOPS) at North Carolina State University to review feedback and summarize groupings.   

  • The following content specifications are for test development purposes only and are not presented as a mandated pacing guide. The delivery of curriculum and instruction is a local decision; therefore, it is the expectation that some schools will not have covered all areas in all standards assessed in any one NC Check-In by the time the administration window closes. 

  • Data from content standards that have not been taught should be used as pre-test data.  

  • All of the standards have connections to other NC Math 1 and NC Math 3 standards and may incorporate those skills as well.  

Table 1.  Content Specifications NC Check-Ins NC Math 1 

 

NC Math 1 

NC Check-Ins Assessed Standards 

A-REI.3 

A-CED.1 

F-IF.2 

A-REI.6 

F-IF.4 

F-BF.1 

F-IF.6 

F-IF.5 

G-GPE.5 

F-IF.8 

S-ID.7 

F-IF.9 

  

  Table 2.  Content Specifications NC Check-Ins NC Math 3 

 

NC Math 3 

NC Check-Ins Assessed Standards 

A-APR.6 

A-APR.7 

A-CED.1 

A-REI.2 

A-SSE.2 

F-IF.7 

F-BF.1 

F-IF.9 

F-BF.4 

G-GPE.1 

F-LE.4 

G-MG.1 

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