| Content Areas |
The content areas are the same. The 2005 framework has new introductions to the content areas and provides clearer, grade-specific objectives. The distribution of items by content area has remained the same for grade 4; it has been revised for grades 8 and 12.
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| Cognitive Dimension |
The 2005 framework replaces the dimensions of mathematical ability and power (which require inferences about the student responding to the item) with the dimension of mathematical complexity (which describes the mathematical expectations of an item).
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| Achievement Levels |
The achievement levels—Basic, Proficient, and Advanced—have remained the same. |
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Item Types
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The item types—multiple choice, short-constructed response, and extended-constructed response—and the percentage of time students spend on items of each type have remained the same.
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| Computation |
Computation is assessed in and out of context and across content areas in both frameworks; in the 2005 framework, the emphasis on computation not in context has increased.
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| Use of Manipulatives and Tools |
The use of manipulatives and tools has remained the same.
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| Calculator Policy |
The calculator policy has remained the same for grades 4 (four-function) and 8 (scientific) in 2005. For grade 12 in 2005, students were permitted to bring whatever calculator (graphing or scientific) they use in the classroom to the assessment; students who did not bring a calculator were provided with a scientific calculator.
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