IA The University of the State of New Yk THE STATE EDUCATION DEPARTMENT Albany, New Yk 12234 INFORMATION BOOKLET FOR SCORING THE REGENTS EXAMINATION IN INTEGRATED ALGEBRA GENERAL INFORMATION The general procedures to be followed in administering the June 2009 Regents Examination in Integrated Algebra are provided in the publication Directions f Administering the Regents Examinations June 2009 Administration (DET 541), and Regents Examinations, Regents Competency Tests, and Second Language Proficiency Examinations: School Administrat s Manual, 2008 Edition. Copies of the Directions are shipped to schools pri to each Regents Examination period and may also be accessed on the Department s web site at: http://www.emsc.nysed.gov/osa/hsgen.html. The School Administrat s Manual may be accessed on the Department s web site at: http://www.emsc.nysed.gov/osa/sam/secondary/home.html. Questions about general administration procedures f Regents Examinations should be directed to the Office of State Assessment at 518-474-8220 518-474-5902. F infmation about the rating of the Regents Examination in Integrated Algebra, contact the Office of State Assessment at 518-474-5900. School administrats should print photocopy this infmation booklet and distribute copies to all school personnel who will be scing the Regents Examination in Integrated Algebra. SCORING THE EXAMINATION The Regents Examination in Integrated Algebra is to be sced by committees of mathematics teachers. No one teacher is to sce me than approximately one third of the open-ended questions on a student s paper. The committee must be comprised of at least three teachers. Each of these teachers is responsible f scing a selected number of the open-ended questions. The me teachers serving on a committee, the fewer open-ended questions each teacher sces. This process yields consistent and reliable sces and allows scing to proceed quickly. Each examination is accompanied by a scing key that includes the answers to the Part I multiplechoice questions and rubrics f scing each of the open-ended questions. Teachers must become thoughly familiar with the rubrics f the open-ended questions they are scing befe beginning to sce student responses to examination questions. The detachable answer sheet contains a table with spaces f recding the Part I sce; the sce f each question in Parts II, III, and IV; the total-test raw sce; and the scaled sce. Scing of Multiple-Choice Questions Multiple-choice questions may be either hand sced machine sced. When hand scing, indicate by means of a check mark each increct omitted answer to multiple-choice questions on the designated answer sheet. Do not place a check mark beside a crect answer. Use only red ink red pencil. In the appropriate space on the student s answer sheet, recd the number of credits earned f the Part I, multiple-choice questions the student answered crectly. Each crect answer receives two credits. DET 541I/A (6-09)
If used, machine-scable answer sheets must be provided and sced by the school. Answer sheets supplied by the school must provide the same number of response options as are given in the examination questions, and the choices must be labeled 1, 2, 3, 4 not A, B, C, D. Instructions f using the answer sheets must be developed locally and provided to the procts administering the examinations. Befe answer sheets can be machine sced, several samples must be both machine and manually sced to ensure the accuracy of the machine-scing process. All discrepancies must be rectified befe student answer sheets are machine sced. When machine scing is completed, a sample of the sced answer sheets must be sced manually to verify the accuracy of the machine-scing process. DETERMINING THE STUDENT S FINAL EXAMINATION SCORE A chart f converting the student s total-test raw sce to a scaled sce is provided f each administration on the Department s web site at: http://www.emsc.nysed.gov/osa. Because the scaled sces cresponding to raw sces change from one examination administration to another, it is crucial that, f each administration, scers use only the conversion chart provided f that administration to determine the student s final sce. Take extreme care in recding the student s sces on each part of the examination, adding these sces to determine the total-test raw sce, and using the conversion chart to obtain the crect scaled sce. F the Regents Examination in Integrated Algebra, all student answer papers that receive a scaled sce of 60 through 64 must be sced a second time. The principal may elect to have the scing committee also sce a second time those student answer papers that received a scaled sce of 50 through 54, all student answer papers. F the second scing, a different committee of teachers may sce the student s paper the iginal committee may sce the paper. However, no teacher may sce the same open-ended questions that he she sced in the first rating of the paper. It is the responsibility of the school principal to ensure that the student s final examination sce is based on a fair, accurate, and reliable scing of the student s answer paper. When the teacher scing committee completes the scing process, test sces must be considered final and must be entered onto students permanent recds. Principals and other administrative staff in a school district do not have the authity to set aside the sces arrived at by the teacher scing committee and resce student examination papers to change any sces assigned through the procedures described in this manual and in the scing materials provided by the Department. Any principal administrat found to have done so, except in the circumstances described below, will be in violation of Department policy regarding the scing of State examinations. Teachers and administrats who violate Department policy with respect to scing State examinations may be subject to disciplinary action in accdance with Sections 3020 and 3020-a of Education Law to action against their certification pursuant to Part 83 of the Regulations of the Commissioner of Education. On rare occasions, an administrat may learn that an isolated err occurred in the calculation of a final sce f a student in recding students sces in their permanent recds. F example, the final sce may have been based on an increct summing of the student s raw sces f parts of the test from a misreading of the conversion chart. When such errs involve no me than five students final sces on any Regents Examination and when such errs are detected within four months of the test date, the principal may arrange f the crected sce to be recded in the student s permanent recd. However, in all such instances, the principal must advise the Office of State Assessment in writing that the student s sce has been crected. The written notification to the Department must be signed by the principal superintendent and must include the names of the students whose sces have been crected, the name of the examination, the students iginal and crected sces, and a brief explanation of the nature of the scing err that was crected. IA-2
If an administrat has substantial reason to believe that the teacher scing committee has failed to accurately sce me than five student answer papers on any examination, the administrat must first obtain permission in writing from the Office of State Assessment befe arranging f permitting a rescing of student papers. The written request to the Office of State Assessment must come from the superintendent of a public school district the chief administrative officer of a nonpublic charter school and must include the examination title, date of administration, and number of students whose papers would be subject to such rescing. This request must also include a statement explaining why the administrat believes that the teacher scing committee failed to sce appropriately and, thus, why he she believes rescing the examination papers is necessary. As part of this submission, the school administrat must make clear his her understanding that such extradinary re-rating may be carried out only by a full committee of teachers constituted in accdance with the scing guidelines presented above and fully utilizing the scing materials f this test provided by the Department. The Department sometimes finds it necessary to notify schools of a revision to the scing key and rating guide f an examination. Should this occur after the scing committee has completed its wk, the principal is authized to have appropriate members of the scing committee review students responses only to the specific question(s) referenced in the notification and to adjust students final examination sces when appropriate. Only in such circumstances is the school not required to notify obtain approval from the Department to crect students final examination sces. IA-3
Specific Infmation f Scing the Regents Examination in Integrated Algebra The infmation below refers to the scing of open-ended questions on the Regents Examination in Integrated Algebra. The open-ended questions (Parts II, III, and IV) on the Regents Examination in Integrated Algebra should be sced in accdance with these guidelines: If the student gives one legible response, even if it is crossed out, teachers should sce the response. If there are two me responses with all but one crossed out, teachers should sce only the response not crossed out. If there are one me partial responses and one complete response, teachers should sce the complete response. No credit is deducted f increct startups. If there are two me complete responses, teachers should sce each one. Credit will be allocated in the following way: If one response is completely crect and the others are completely increct, teachers should award 50% credit and round down (2 credits f a 4-credit question, 1 credit f a 2-credit question, and 1 credit f a 3-credit question). If each response warrants me than 50%, the lesser of the responses is awarded credit. (F example, if a 4-credit question is done two ways, with one wth 4 credits and another wth 3 credits, the student should be awarded 3 credits f the question.) If the question requires the student to include units of measure, full credit cannot be awarded if the student omits the unit. Students may include the appropriate unit of measure even if it is not required. Examples: If the question asks f the number of feet in the length of a figure, no unit is required in the answer. If the question asks f the dimensions of a figure, the proper unit of measure is required in the answer in der to receive full credit. The rubric will specify how much credit is awarded if units are not used when required. If a student gives only a crect numerical answer to a problem but does not show how he she arrived at the answer, the student will be awarded only 1 credit. All open-ended questions require the student to show wk. If the question has only one part, this rule is straightfward, but this rule needs some clarification f multiple-part questions. A fully crect answer f a multiple-part question requires crect responses f all parts of the question. F example, if a 3-credit question has three parts, the crect response to one two parts of the question that required wk to be shown is not considered a fully crect response with no wk shown and would receive 0 credit. The rubric of a multiple-part question will specify credit f various amounts of wk shown. IA-4
Students should receive 0 credit if the solution is completely increct, irrelevant, incoherent if a crect response was arrived at using an obviously increct procedure. This last statement is illustrated by a student who, when asked to find one leg of a right triangle if the hypotenuse is 5 and the other leg is 3, gives a crect response of 4 by showing that 4 is the average of 3 and 5. The method of solution must be obviously increct to warrant a sce of 0. In some cases, the rubric will specifically state which responses should receive a sce of 0. Students who use trial and err to solve a problem must show their method. Merely showing that the answer checks is crect is not considered a complete response f full credit. Most rubrics will address this issue directly. IA-5
Examples of Sced Student Responses with s Sample Question 1 Integrated Algebra Rubric Solve f g: 3 + 2g = 5g 9 [2] 4, and appropriate 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] 4, 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. Student Response Sce: 2 The student has a complete and crect response. IA-6
Student Response Sce: 1 The student has made a conceptual err. Student Response Sce: 0 The student s response is completely increct. IA-7
Sample Question 2 Integrated Algebra Rubric A prom ticket at Smith High School is $120. Tom is going to save money f the ticket by walking his neighb s dog f $15 per week. If Tom already has saved $22, what is the minimum number of weeks Tom must walk the dog to earn enough to pay f the prom ticket? [3] 7, and appropriate wk is shown, such as solving the inequality 15x + 22 120, solving an equation, trial and err with at least three trials and appropriate checks. [2] Appropriate wk is shown, but one computational rounding err is made. [2] The trial-and-err method is used to find a crect solution, but only two trials and appropriate checks are shown. [1] Appropriate wk is shown, but two me computational rounding errs are made. [1] Appropriate wk is shown, but one conceptual err is made. [1] An increct equation of equal difficulty is solved appropriately. [1] A crect inequality equation is written, but no further crect wk is shown. [1] The trial-and-err method is attempted and at least six systematic trials and appropriate checks are shown, but no solution is found. [1] 7, but no wk only one trial with an appropriate check is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. IA-8
Student Response Sce: 3 The student has a complete and crect response. Student Response Sce: 2 The student has made one computational err. IA-9
Student Response Sce: 1 The student has given an answer without showing any wk. Student Response Sce: 0 The student s response is completely increct. IA-10
Sample Question 3 Integrated Algebra Solve the following systems of equations graphically, on the set of axes below, and state the codinates of the point(s) in the solution set. y = x 2 6x + 5 2x + y = 5 IA-11
Rubric [4] Crect graphs are drawn, and (0,5) and (4, 3) are stated. [3] Both equations are graphed, but one graphing err is made, but appropriate solutions are stated. [3] Both graphs are drawn crectly, but only one solution is stated. [2] Both graphs are drawn crectly, but no solutions are stated. [2] Both equations are graphed, but two me graphing errs are made, but appropriate solutions are stated. [2] Appropriate wk is shown to find (0,5) and (4, 3), but a method other than graphing is used. [2] Both equations are graphed, but one conceptual err is made. [1] Both equations are graphed, but one conceptual err and one graphing err are made. [1] (0,5) and (4, 3) are stated, but no wk is shown. [0] (0,5) (4, 3) is stated, 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. IA-12
Student Response Sce: 4 The student has a complete and crect response. IA-13
Student Response Sce: 3 The student has stated only one solution. IA-14
Student Response Sce: 2 The student has not stated any solution. Student Response Sce: 1 The student has stated the crect answers, but without showing any wk. IA-15
Student Response Sce: 0 The student s response is completely increct. IA-16