Transcript EOCEP USHC From Knowledge to Understanding Summer Institutes 2008 Leslie W. Skinner, PhD, NBCT Office of Assessment.

EOCEP USHC
From Knowledge to Understanding
Summer Institutes 2008
Leslie W. Skinner, PhD, NBCT
Office of Assessment
End of Course Examination Program
United States History and Constitution
Dr. Leslie Skinner, Office of Assessment
South Carolina Department of Education
South Carolina Council for the Social Studies
Annual Conference 2007
Myrtle Beach, South Carolina
Why EOCEP exists
State Board of Education Regulation 43262.4 states that students scheduled to
complete one of the gateway or
benchmark courses for high school credit
must take the EOCEP test when they
complete the class.
Purposes of EOCEP
• Promote instruction, encourage
student achievement, and document
the level of mastery of academic
standards.
• Serve as indicators of program, school,
and school-district effectiveness.
• Be weighted 20% in the determination
of students’ final grades in these
classes.
Who takes EOCEP?
All public middle school, high school,
alternative school, adult education, and
home school students who are enrolled in
courses in which the curriculum standards
corresponding to the EOCEP tests are
taught, regardless of course name or
number, must take the appropriate tests.
EOCEP is
• standards-based and all multiple choice;
• available as an online assessment;
• 55 items long, except for Mathematics (50);
• rapid, with results delivered within 36 hours
of receipt by the scoring center;
• un-timed, but about 90 minutes is the
estimated administration time; and
• composed of a range of item difficulties.
EOCEP grades are expressed on the
State Uniform Grading Scale.
A: 93-100
B: 85-92
C: 77-84
D: 70-76
F: 69 or
below
Students receive both
a numeric and letter
grade.
EOCEP – US History and Constitution Timeline
Jan.-March 2005
April-Sept. 2005
September 2005
Oct 2005
Oct.’05 -Jan.’06
May-June 2006
July 2006
July-Aug. 2006
Sept. 2006
October 2006
Dec./Jan. 2006
May 2007
Sept./Oct. 2007
?
Specifications meetings
Item writing/reviewing
Content & Bias/Sensitivity Review
USHC Blueprint on website
Field tests constructed
Field Tests
Standard Setting
Forms construction/review
Education Oversight Committee Review
USHC Teacher’s Guide on website
Tests implemented
Oversight Committee Teacher Survey
Education Oversight Committee Review
Tests count 20% of student grades
What should our own multiple
choice test items look like?
Use test items developed by the state as a
model.
Go to the released items on the SCDE
website!
The blueprint is on the Office
of Assessment website.
Standard
Number of
Indicators
Approx. Number
of Items
1
2
3
4
5
6
7
8
9
10
1
7
3
5
7
4
5
5
5
2
2
8
4
5
7
5
8
5
9
2
Guidelines for
using the
online version
of the EOCEP
are on the
Office of
Assessment
website.
The
Teacher’s
Guide is
also on the
webpage.
The Guide
contains
sample
questions.
The Guide
contains
sample
questions.
What should our own multiple
choice test items look like?
Use test items developed by the state as a
model.
Go to the released items on the SCDE
website!
For more
information,
look on the
Web!
Indicator 6.2: Explain the influence of the SpanishAmerican War on the emergence of the United States as a
world power, including reasons for America’s declaring war
on Spain, United States interests and expansion in the
South Pacific, debates between pro- and anti-imperialists
over annexation of the Philippines, and changing worldwide
perceptions of the United States.
How did the results of the Spanish American War affect the
expansion of the United States?
A.
The war ended U.S. expansion because
of the extraordinary costs of the war.
14%
B.
The war allowed the United States to
acquire the Texas territory.
54%
C.
The war led to increased U.S. expansion
into South America.
14%
D.
The war gave the United States
territories in the South Pacific.
18%