FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY (COMMON CORE)

Transcription

1 FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION GEOMETRY (COMMON CORE) Wednesday, August 12, :30 to 11:30 a.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed f scing student answer papers f the Regents Examination in Geometry (Common Ce). Me detailed infmation about scing is provided in the publication Infmation Booklet f Scing the Regents Examination in Geometry (Common Ce). Do not attempt to crect the student s wk by making insertions changes of any kind. In scing the open-ended questions, use check marks to indicate student errs. Unless otherwise specified, mathematically crect variations in the answers will be allowed. Units need not be given when the wding of the questions allows such omissions. Each student s answer paper is to be sced by a minimum of three mathematics teachers. No one teacher is to sce me than approximately one-third of the open-ended questions on a student s paper. Teachers may not sce their own students answer papers. On the student s separate answer sheet, f each question, recd the number of credits earned and the teacher s assigned rater/scer letter. Schools are not permitted to resce any of the open-ended questions on this exam after each question has been rated once, regardless of the final exam sce. Schools are required to ensure that the raw sces have been added crectly and that the resulting scale sce has been determined accurately. Raters should recd the student s sces f all questions and the total raw sce on the student s separate answer sheet. Then the student s total raw sce should be converted to a scale sce by using the conversion chart that will be posted on the Department s web site at: on Wednesday, August 12, Because scale sces cresponding to raw sces in the conversion chart may change from one administration to another, it is crucial that, f each administration, the conversion chart provided f that administration be used to determine the student s final sce. The student s scale sce should be entered in the box provided on the student s separate answer sheet. The scale sce is the student s final examination sce.

2 If the student s responses f the multiple-choice questions are being hand sced pri to being scanned, the scer must be careful not to make any marks on the answer sheet except to recd the sces in the designated sce boxes. Marks elsewhere on the answer sheet will interfere with the accuracy of the scanning. Part I Allow a total of 48 credits, 2 credits f each of the following. Allow credit if the student has written the crect answer instead of the numeral 1, 2, 3, 4. (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20) (21) (22) (23) (24) Updated infmation regarding the rating of this examination may be posted on the New Yk State Education Department s web site during the rating period. Check this web site at: and select the link Scing Infmation f any recently posted infmation regarding this examination. This site should be checked befe the rating process f this examination begins and several times throughout the Regents Examination period. Beginning in June 2015, the Department is providing supplemental scing guidance, the Model Response Set, f the Regents Examination in Geometry (Common Ce). This guidance is intended to be part of the scer training. Schools should use the Model Response Set along with the rubrics in the Scing Key and Rating Guide to help guide scing of student wk. While not reflective of all scenarios, the Model Response Set illustrates how less common student responses to constructed-response questions may be sced. The Model Response Set will be available on the Department s web site at: Geometry (Common Ce) Rating Guide Aug. 15 [2]

3 General Rules f Applying Mathematics Rubrics I. General Principles f Rating The rubrics f the constructed-response questions on the Regents Examination in Geometry (Common Ce) are designed to provide a systematic, consistent method f awarding credit. The rubrics are not to be considered all-inclusive; it is impossible to anticipate all the different methods that students might use to solve a given problem. Each response must be rated carefully using the teacher s professional judgment and knowledge of mathematics; all calculations must be checked. The specific rubrics f each question must be applied consistently to all responses. In cases that are not specifically addressed in the rubrics, raters must follow the general rating guidelines in the publication Infmation Booklet f Scing the Regents Examination in Geometry (Common Ce), use their own professional judgment, confer with other mathematics teachers, and/ contact the State Education Department f guidance. During each Regents Examination administration period, rating questions may be referred directly to the Education Department. The contact numbers are sent to all schools befe each administration period. II. Full-Credit Responses A full-credit response provides a complete and crect answer to all parts of the question. Sufficient wk is shown to enable the rater to determine how the student arrived at the crect answer. When the rubric f the full-credit response includes one me examples of an acceptable method f solving the question (usually introduced by the phrase such as ), it does not mean that there are no additional acceptable methods of arriving at the crect answer. Unless otherwise specified, mathematically crect alternative solutions should be awarded credit. The only exceptions are those questions that specify the type of solution that must be used; e.g., an algebraic solution a graphic solution. A crect solution using a method other than the one specified is awarded half the credit of a crect solution using the specified method. III. Appropriate Wk Full-Credit Responses: The directions in the examination booklet f all the constructed-response questions state: Clearly indicate the necessary steps, including appropriate fmula substitutions, diagrams, graphs, charts, etc. The student has the responsibility of providing the crect answer and showing how that answer was obtained. The student must construct the response; the teacher should not have to search through a group of seemingly random calculations scribbled on the student paper to ascertain what method the student may have used. Responses With Errs: Rubrics that state Appropriate wk is shown, but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errs, whether computational, rounding, graphing, conceptual. If the response is incomplete; i.e., an equation is written but not solved an equation is solved but not all of the parts of the question are answered, appropriate wk has not been shown. Other rubrics address incomplete responses. IV. Multiple Errs Computational Errs, Graphing Errs, and Rounding Errs: Each of these types of errs results in a 1-credit deduction. Any combination of two of these types of errs results in a 2-credit deduction. No me than 2 credits should be deducted f such mechanical errs in a 4-credit question and no me than 3 credits should be deducted in a 6-credit question. The teacher must carefully review the student s wk to determine what errs were made and what type of errs they were. Conceptual Errs: A conceptual err involves a me serious lack of knowledge procedure. Examples of conceptual errs include using the increct fmula f the area of a figure, choosing the increct trigonometric function, multiplying the exponents instead of adding them when multiplying terms with exponents. If a response shows repeated occurrences of the same conceptual err, the student should not be penalized twice. If the same conceptual err is repeated in responses to other questions, credit should be deducted in each response. F 4- and 6-credit questions, if a response shows one conceptual err and one computational, graphing, rounding err, the teacher must award credit that takes into account both errs. Refer to the rubric f specific scing guidelines. Geometry (Common Ce) Rating Guide Aug. 15 [3]

4 Part II F each question, use the specific criteria to award a maximum of 2 credits. Unless otherwise specified, mathematically crect alternative solutions should be awarded appropriate credit. (25) [2] Ash is stated, and crect wk is shown. [1] Appropriate wk is shown, but one computational rounding err is made. [1] Appropriate wk is shown, but one conceptual err is made. [1] Appropriate wk is shown to find the density, but the wood choice is missing is increct. [1] Ash, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (26) [2] A crect construction is drawn showing all appropriate arcs. [1] Appropriate arcs are marked on the circle, but the triangle is not drawn. [0] A drawing that is not an appropriate construction is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Geometry (Common Ce) Rating Guide Aug. 15 [4]

5 (27) [2] 164, and crect wk is shown. [1] Appropriate wk is shown, but one computational rounding err is made. [1] Appropriate wk is shown, but one conceptual err is made. [1] A crect proption to find BC is written, but no further crect wk is shown. [1] 164, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (28) [2] A complete and crect proof that includes a concluding statement is written. [1] Only one relevant crect statement and reason are written. [1] One conceptual err is made. [0] The given and/ the prove statements are written, but no further crect relevant statements are written. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (29) [2] The triangles are similar, and a crect justification is stated. [1] Appropriate wk is shown, but one computational err is made. An appropriate justification is stated. [1] Appropriate wk is shown, but one conceptual err is made. [0] The triangles are similar, but no justification is stated. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Geometry (Common Ce) Rating Guide Aug. 15 [5]

6 (30) [2] A crect explanation is written to explain why ABC XYZ. [1] An appropriate explanation is written, but one conceptual err is made. [1] An appropriate explanation is written, but is incomplete. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (31) [2] (7,8), and crect wk is shown. [1] Appropriate wk is shown, but one computational err is made. [1] Appropriate wk is shown, but one conceptual err is made. [1] Appropriate wk is shown to find 7 and 8, but the answer is not written as codinates. [1] (7,8), but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Geometry (Common Ce) Rating Guide Aug. 15 [6]

7 Part III F each question, use the specific criteria to award a maximum of 4 credits. Unless otherwise specified, mathematically crect alternative solutions should be awarded appropriate credit. (32) [4] 582, and crect wk is shown. [3] Appropriate wk is shown, but one computational rounding err is made. [3] Crect wk is shown to find the lengths of both AC and DC, but they are not subtracted. [2] Appropriate wk is shown, but two me computational rounding errs are made. [2] Appropriate wk is shown, but one conceptual err is made. [2] Crect wk is shown to find the length of either AC DC, but no further crect wk is shown. [2] , an equivalent to find AD is written, but no further crect tan 7 tan16 wk is shown. [1] Appropriate wk is shown, but one conceptual err and one computational rounding err are made. [1] tan and tan are written, but no further crect wk is shown. AC DC [1] 582, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Geometry (Common Ce) Rating Guide Aug. 15 [7]

8 (33) [4] 3 9.5, and crect wk is shown. [3] Appropriate wk is shown, but one computational graphing err is made. [2] Appropriate wk is shown, but two me computational graphing errs are made. [2] Appropriate wk is shown, but one conceptual err is made. [1] Appropriate wk is shown, but one conceptual err and one computational graphing err are made. 2 [1] Appropriate wk is shown to find, the slope of a line perpendicular to BC. 3 No further crect wk is shown. [1] 3 9.5, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (34) [4] Point C, and a crect explanation is written. Yes, and a crect explanation is written. [3] Point C, but the explanation is increct missing. Yes, and a crect explanation is written. [3] Point C, and a crect explanation is written. Yes, but the explanation is increct. [2] One conceptual err is made. [2] Point C, and a crect explanation is written. No further crect wk is shown. [2] Yes, and a crect explanation is written. No further crect wk is shown. [1] Point C is written, with no further crect wk. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Geometry (Common Ce) Rating Guide Aug. 15 [8]

9 Part IV F each question, use the specific criteria to award a maximum of 6 credits. Unless otherwise specified, mathematically crect alternative solutions should be awarded appropriate credit. (35) [6] A complete and crect proof that includes a conclusion is written. [5] A proof is written that demonstrates a though understanding of the method of proof and contains no conceptual errs, but one statement reason is missing is increct. [4] A proof is written that demonstrates a good understanding of the method of proof and contains no conceptual errs, but two statements reasons are missing are increct. [4] BEC DFC is proven, but no further crect wk is shown. [3] A proof is written that demonstrates a good understanding of the method of proof, but one conceptual err is made. [3] BEC DFC and C C are proven, but no further crect wk is shown. [2] A proof is written that demonstrates a method of proof, but one conceptual err is made, and one statement reason is missing is increct. [2] Some crect relevant statements about the proof are made, but three four statements reasons are missing are increct. [2] BEC DFC is proven, but no further crect wk is shown. [1] Only one crect relevant statement and reason are written. [0] The given and/ the prove statements are written, but no further crect relevant statements are written. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Geometry (Common Ce) Rating Guide Aug. 15 [9]

10 (36) [6] 1885, $98.02, and $59.15, and crect wk is shown. [5] Appropriate wk is shown, but one computational rounding err is made. [4] Appropriate wk is shown, but two computational rounding errs are made. [4] Appropriate wk is shown, but one conceptual err is made. [4] Crect wk is shown to find 1885 and $98.02, but no further crect wk is shown. [3] Appropriate wk is shown, but three me computational rounding errs are made. [3] Appropriate wk is shown, but one conceptual err and one computational rounding err are made. [2] Appropriate wk is shown, but one conceptual err and two me computational rounding errs are made. [2] Appropriate wk is shown, but two conceptual errs are made. [2] Crect wk is shown to find 1885, but no further crect wk is shown. [1] Appropriate wk is shown, but two conceptual errs and one computational rounding err are made. [1] Crect wk is shown to find the volume of one candle. No further crect wk is shown. [1] 1885, $98.02, and $59.15, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Geometry (Common Ce) Rating Guide Aug. 15 [10]

11 Map to the Common Ce Learning Standards Geometry (Common Ce) August 2015 Question Type Credits Cluster 1 Multiple Choice 2 G-CO.C 2 Multiple Choice 2 G-CO.B 3 Multiple Choice 2 G-GMD.B 4 Multiple Choice 2 G-SRT.C 5 Multiple Choice 2 G-CO.A 6 Multiple Choice 2 G-SRT.A 7 Multiple Choice 2 G-CO.A 8 Multiple Choice 2 G-CO.C 9 Multiple Choice 2 G-GPE.A 10 Multiple Choice 2 G-GPE.B 11 Multiple Choice 2 G-SRT.C 12 Multiple Choice 2 G-C.A 13 Multiple Choice 2 G-CO.A 14 Multiple Choice 2 G-SRT.B 15 Multiple Choice 2 G-C.A 16 Multiple Choice 2 G-MG.A 17 Multiple Choice 2 G-SRT.A 18 Multiple Choice 2 G-C.B 19 Multiple Choice 2 G-SRT.B 20 Multiple Choice 2 G-SRT.A 21 Multiple Choice 2 G-GMD.A 22 Multiple Choice 2 G-GPE.B 23 Multiple Choice 2 G-SRT.A 24 Multiple Choice 2 G-SRT.A 25 Constructed Response 2 G-MG.A 26 Constructed Response 2 G-CO.D Geometry (Common Ce) Rating Guide Aug. 15 [11]

12 27 Constructed Response 2 G-SRT.B 28 Constructed Response 2 G-CO.C 29 Constructed Response 2 G-SRT.A 30 Constructed Response 2 G-CO.B 31 Constructed Response 2 G-GPE.B 32 Constructed Response 4 G-SRT.C 33 Constructed Response 4 G-GPE.B 34 Constructed Response 4 G-CO.B 35 Constructed Response 6 G-CO.C 36 Constructed Response 6 G-MG.A Geometry (Common Ce) Rating Guide Aug. 15 [12]

13 Regents Examination in Geometry (Common Ce) August 2015 Chart f Converting Total Test Raw Sces to Final Examination Sces (Scale Sces) The Chart f Determining the Final Examination Sce f the August 2015 Regents Examination in Geometry (Common Ce) will be posted on the Department s web site at: on Wednesday, August 12, Conversion charts provided f previous administrations of the Regents Examination in Geometry (Common Ce) must NOT be used to determine students final sces f this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an imptant contribution to the test development process. The Department provides an online evaluation fm f State assessments. It contains spaces f teachers to respond to several specific questions and to make suggestions. Instructions f completing the evaluation fm are as follows: 1. Go to 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed fm. Geometry (Common Ce) Rating Guide Aug. 15 [13]