In response to North Carolina legislative and State Board requirements, the NC Department of Public Instruction provides Local Education Agencies with state-developed assessments to be implemented for Kindergarten, First and Second Grades. These assessments are to include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor proficiency of the standards in the North Carolina Standard Course of Study: Common Core State Standards for Mathematics.
Assessments may take the form of these state developed materials, adaptations of these materials, or unique assessments adopted by local school boards. The intended purposes of these assessments are:
  • To provide information about progress of each student for instructional adaptations and early interventions.
  • To provide next-year teachers with information about the status of each of their incoming students.
  • To inform parents about the status of their children relative to grade-level standards at the end of the year
  • To provide the school and school district information about the achievement status and progress of groups of students in grades K, 1, and 2.
The North Carolina Department of Public Instruction is committed to continued development of quality teaching and on-going classroom assessment as essential preparation for the students to master rigorous standards as defined by the NC Standard Course of Study: Common Core State Standards and Essential Standards. We believe the strategies that engage students in self-assessment, greater ownership of their learning, communicating, reasoning, problem posing and problem solving result in long-term growth and learning.
Therefore, the Formative Instructional and Assessment Tasks for Mathematics are designed to clarify the bond that links quality assessment and effective teaching- and subsequently effective schools. Learning takes place one student at a time, and quality teaching and assessment is essential in ensuring that every public school student will graduate from high school, globally competitive for work and post-secondary education and prepared for life in the 21st Century.
These state-developed assessment materials are aligned with the Common Core State Standards for Mathematics and may be adopted or modified as appropriate for individual school districts. As you use them with students, add to and adapt the materials in order to make them useful for each school’s unique situation. The North Carolina Department of Public Instruction appreciates any suggestions and feedback, which will help improve upon this resource. Feedback may be sent to NCDPI Elementary Mathematics Consultants Denise Schulz or Kitty Rutherford

The Purpose of the Formative Instructional and Assessment Tasks

The Components of the Formative Instructional & Assessment Tasks

Selecting an Assessment Task

Assessing Students

Interpreting Data and Making Inferences

Administrative Manual as PDF Document

Using Tasks for Instruction

Additional Assessment Resources

NCDPI Formative Assessment Website

Joyner, J. & M. Muri. (2011). Informative assessment: Formative assessment to improve math achievement Grades K-6. Sausalito, CA: Math Solutions.
McAfee, O., Leong, D., & Bodrova, E. (2004). Basics of assessment: A primer for early childhood educators. Washington D.C.: NAEYC.
NCTM. (2003). Mathematics assessment: A practical handbook for grades K-2. Reston, VA: NCTM.
NCTM. (2006). Mathematics assessment sampler: Pre-k - grade 2. Reston, VA: NCTM.

A Special Thank-You
The development of the NC Department of Public Instruction K-2 Formative Instructional and Assessment Tasks was a collaborative effort with a diverse group of dynamic teachers, coaches, administrators, university faculty, and NCDPI staff. We are very appreciative of all of the time, support, ideas, and suggestions made in an effort to provide North Carolina with quality formative assessment items for Kindergarten, First, and Second Grade. The North Carolina Department of Public Instruction appreciates any suggestions and feedback, which will help improve upon this resource. Please send all correspondence to Denise Schulz ( or Kitty Rutherford (

K-2 Assessment Committee
The K-2 Assessment Committee led the work of the K-2 Assessments. With support of their school and district, they volunteered their time and effort to develop the K-2 Formative Instructional and Assessment Tasks.
Jill Burke, First Grade Teacher, Chapel Hill-Carrboro City Schools
Leanne Daughtry, District Office, Johnston County Schools
Andi Greene, First Grade Teacher, Edgecombe County Schools
Tery Gunter, Second Grade Teacher, Durham County Schools
Tesha Isler, Teaching/Learning Coach, Wayne County Schools
Patty Jordan, Second Grade Teacher, Wake County Schools
Rebecca Kidd, Kindergarten Teacher, Asheboro City Schools
Loryn Morrison, District Lead Teacher, Davidson County Schools
Becky Pearce, Kindergarten Teacher, Guilford County Schools

Kitty Rutherford, NCDPI Elementary Consultant
Amy Scrinzi, NCDPI Elementary Consultant

District Support
In a true collaborative effort, districts in North Carolina that had begun implementing the Common Core State Standards during the 2011-2012 school year voluntarily shared their assessment efforts with the K-2 Assessment Committee. Many of the final tasks presented are a direct result of this collaborative support.
Cabarrus, Charlotte-Mecklenburg, Cleveland, Currituck, Davidson, Iredell-Statesville, Kannapolis, and Union
Critical Friends
Our Critical Friends carefully reviewed the assessment tasks, offered specific feedback, and provided suggestions for additional tasks as needed. Their feedback guided the final development of the assessment tasks.
Melanie Burgess, Jeanette Cox, Donna Dalke, Ana Floyd, Sharon Frost, Royanna Jackson, Jeane Joyner, Rendy King, Carol Midgett, Drew Polly, Wendy Rich, Karen Young, and Pam Zelando