This article explains the information provided on the North Carolina scaled benchmark reports.
These reports are provided as PDF and XLS reports via ShareFile®. You can also access them online if they were taken online. See Scaled Benchmark Reports for information on accessing these reports online.
Below is a partial sample of a 3rd Grade ELA North Carolina Scaled Benchmark Administration Report (Class Level):
(refer to the image above)
(1)Perc Corr – The percent of items answered correctly.
(2)Proj Ach Level – Projected Achievement Level for the student, based upon the difficulty of the assessment and the percent correct.
5 – College and Career Ready - Superior Command, with levels of High (+), Low (-), or Midlevel (no sign) designated.
4 – College and Career Ready - Solid Command, with levels of High (+), Low (-), or Midlevel (no sign) designated.
3 – Grade Level Proficient, with levels of High (+), Low (-), or Midlevel (no sign) designated.
2 – Not Proficient, with levels of High (+), Low (-), or Midlevel (no sign) designated.
For classrooms, school, and district summaries, the Proj Perc Prof (Projected Percent Proficient)includes achievement levels 3 and 4.
(3)Sugg Marks (if given) – Suggested Marks. These numeric and letter grade marks are suggestions that take into account the difficulty level of the assessment. They are only suggestions, as any grading is always the domain of the teacher/school/district.
Note the following for the additional categories shown on the report:
The performance on all the additional categories are given in Achievement Levels 2-5. Refer to the Proj Ach Level description above for details on each achievement level.
The aggregate data for teachers, schools and districts in each category are the averages of all students’ achievement levels for that category.
Under the names of the categories “n=#” indicates how many items there were under the particular category.
(4)Depth of Knowledge – How each student performed on items in DOK levels 1, 2, and 3.
(5)Standard (or other) Results – How each student performed in each of the categories assessed (standards, objectives, domains, competencies, or strands).
Note: The category used in the Results section depends on the subject and the number of standards covered on the assessment. If there are enough items per standard/objective (i.e. the most specific category available), the report is by standard/objective. Otherwise, the report is by a higher (less specific) category (i.e. strand, domain, etc.) that best reflects student understanding. Some categories may also be grouped together.
(6) Genre Results (ELA only) – How each student performed on the items in each of the Reading Genres: