Kathy
Posts:
55
Registered:
8/17/06
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Re: Re: algebra regents 2011
Posted:
Jun 17, 2011 5:52 PM
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I believe you were correct. To make a solid edge implies that the boundary
is in the solution when it is not - in fact I warned my group before we
started that if a student chose a point on the dotted line to be a point in
the solution set that it was incorrect. (And we had at least one that did.)
Kathy Noftsier
----- Original Message -----
From: "luisahaw" <luisahaw@aol.com>
To: <nyshsmath@mathforum.org>; "Vera Sinnreich" <v_sinnreich@hotmail.com>
Sent: Friday, June 17, 2011 5:29 PM
Subject: Re: Re: algebra regents 2011
>I was assigned to grade question 39. I gave a paper only 3 points because
>the student chose to box in the solution space. He used a solid line when
>it clearily was suppose to be dotted. The student's teacher argued with
>me stating he did use a dotted line for the lower part of the inequality
>_3x +7. the part that was not the solution space. She insists thats how
>she teaches it. She expected the student to have a perfect paper, but he
>already missed a multiple choice.
>
> So was I too strict with the 4 point rubric? I didn't think so. Now there
> is no telling if she will change my score without my knowledge. Thanks
>
> Luisa Duerr
> Binghamton
>
> ----------
> This AOL Mail was sent from AT&T's Wireless network using Mobile Email
>
> ------Original Message------
> From: Vera Sinnreich <v_sinnreich@hotmail.com>
> To: <nyshsmath@mathforum.org>
> Date: Friday, June 17, 2011 3:35:43 PM UTC
> Subject: Re: algebra regents 2011
>
> I found question 22 poorly worded and ambiguous. The independent variable
> could be the cost (I think they meant "the price") of carrots, in which
> case choice 2 would be the correct response. Had the problem stated that
> "a study showed that DECREASING the price of ..." this would be a fair
> assumption However, in "A DECREASE in the cost of ...", the decrease
> itself is the subject and, thus, the variable being discussed. In this
> case, the correct response would be choice 1.
>
> I am fairly certain that the author of this question had the first
> scenario in mind and, this scenario being the more conventional one, that
> most people reading this question , students and teachers alike, will read
> it in that way. But we cannot insist on precise mathematical language in
> our students' communication unless we are willing to hold ourselves
> accountable to the same standards. And the second interpretation is
> linguistically more appropriate. Thus, in my humble opinion, both answers
> should be accepted as correct.
>
> In the light of the changes in the scoring policy, by which we cannot
> revisit exams with scores close to 65, we owe it to our students to
> maximize their opportunities right from the start. If you agree, please
> contact SED at (518) 474-8220.
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