New York Regents key terms

A standardized subject test written and scored by New York State, typically given at the end of a high school course and used toward graduation requirements.

A New York State high school diploma awarded to students who earn required course credits and pass designated Regents exams at or above the state cutoff score.

A diploma option requiring additional credits, more Regents exams, and higher performance in mathematics and science than the standard Regents diploma.

The minimum number of points a student must earn on a Regents exam to reach a particular performance level, such as passing or mastery.

The number of points a student actually earns on an exam, usually computed by adding credit for correct or partially correct responses before conversion.

A converted score placed on a common reporting scale so that results from different test administrations or forms can be compared and interpreted consistently.

One of several ordered categories describing how well a student demonstrated the knowledge and skills measured by an exam, ranging from not meeting to exceeding standards.

A statistical process that adjusts scores so that different versions of a test are comparably difficult and results remain fair across administrations.

A written guide listing criteria and point values that scorers use to evaluate open-ended responses consistently and defensibly.

An open-ended question that requires the student to write an answer, explanation, or solution rather than select from provided choices.

A question format in which the student selects one answer from several offered options, usually scored as fully correct or incorrect.

An incorrect answer option written to appeal to common errors or misunderstandings, helping distinguish students who know the content from those who do not.

A longer constructed-response task requiring multiple steps, evidence, or a developed explanation, typically worth several points under a rubric.

A single question, prompt, or task on a test, which may be scored dichotomously or by rubric depending on its format.

A planning document specifying how many items or points each content topic and skill receives on an exam, ensuring balanced coverage of the standards.

A stated expectation for what students should know or be able to do at a given grade or course level, which exams are designed to measure.

The degree to which test questions match the content and cognitive demand described by the standards the test is intended to measure.

The consistency of test scores across items, forms, or occasions, meaning similar performance tends to produce similar results.

The extent to which a test measures what it claims to measure and supports the interpretations and decisions made from its scores.

A sheet of formulas, constants, or data provided with certain exams so students can focus on applying concepts rather than memorizing values.

A permitted calculating device with functions such as exponents, trigonometry, and logarithms, used on specified mathematics and science exams.

A calculator capable of plotting functions and analyzing tables, allowed on some Regents mathematics exams but restricted on others.

A formal request for review of a scoring or eligibility decision, following procedures set by the state or local school district.

A scheduled opportunity for an eligible student who missed the regular administration to take the same or an equivalent exam.

An approved change in how a test is administered, such as extended time or a separate room, that removes barriers without altering what is measured.

An individualized education program documenting a student's disability-related needs, goals, and required services, including any testing accommodations.

A written plan under Section 504 providing accommodations or services so a student with a disability can access the general curriculum and testing.

Temporary support such as a model, sentence starter, or guided step that helps a student complete a task before performing it independently.

A sample student response used during scoring training to illustrate how a rubric should be applied at each score point.

The degree to which two or more scorers assign the same or similar scores to the same response when applying a rubric.

An administration of new questions to a sample of students to gather difficulty and quality data before those items count on a real exam.

Statistical review of how individual questions performed, including difficulty and how well each discriminated among students of different ability levels.

A defined subject area or topic cluster within a course or exam, such as algebra or geometry, used to organize standards and test items.

The verb in a question or standard, such as describe, explain, or evaluate, that signals the cognitive demand and expected form of the response.

An answer that meets some but not all rubric criteria, earning an intermediate number of points rather than full or zero credit.

The scale score a student must reach for an exam to count as passed for diploma or course-credit purposes.

A temporary or conditional rule that allows certain scores or appeals to satisfy a requirement when standard criteria are not fully met.