Search All of the Math Forum:

Views expressed in these public forums are not endorsed by NCTM or The Math Forum.

Notice: We are no longer accepting new posts, but the forums will continue to be readable.

Replies: 8   Last Post: Jun 4, 2012 9:10 PM

 Messages: [ Previous | Next ]
 JDBRAUNSTN@aol.com Posts: 12 Registered: 6/25/06
Posted: Jun 4, 2012 9:08 PM

I am a retired HS math teacher, and recall that the first consideration
was consistency, so we made up a grading key for each question to be
used by anyone grading the question. If the person got the answer
correct, plotted the graph, labelled axes correctly, and showed the
correct points of intersection, that might be considered to be
appropriate work shown, to get full credit. If the student showed
everything correctly that was specifically requested, I would accept
that as acceptable. Using a calculator on a Regents exam may show the
student a lot of data that he may not realize some teachers would like
to see on the exam paper. There are differences of opinion among
teachers that used to be rectified when regrading papers which were
close to passing. Now I would be asgenerous as possible if the student
has nothing wrong in his answer, gets all the required answers correct,
and uses a mathematically acceptable approach..

-----Original Message-----
To: nyshsmath <nyshsmath@mathforum.org>
Sent: Mon, Jun 4, 2012 11:54 am

I teach in a small school. There are four math teachers; each of us
has one
entire Regents or AP Course. Every year we have a discussion, when
exams, about how much credit to give (or not) for graphing questions.
Here's
the situation:

Assuming the question is a non-part I graphing question(such as
graphing two
lines, graphing two inequalities, graphing a parabola, graphing a
parabola and a
line), and the student draws the graph(s) correctly, labels everything,
identifies point(s) of intersection or overlap of shading correctly,
but does
not show how they graphed the line or parabola, i.e., does not show a
table, or
the slope and intercept, or a test point for shading, Do you give full
credit,
or do you take off points because not enough work was shown?

The Scoring guide often indicates "appropriate work is shown" but what
do you
consider "appropriate work?" If this were a question on my own test, I
would
take off points for not showing the table, etc. to draw the graphs.
However,
this is the Regents . . . I do not want to be shorting my students of
points
that others could be receiving.

Any thoughts are greatly appreciated.
*******************************************************************
* To unsubscribe from this mailing list, email the message
* "unsubscribe nyshsmath" to majordomo@mathforum.org
*
* http://mathforum.org/kb/forum.jspa?forumID=671
*******************************************************************

*******************************************************************
* To unsubscribe from this mailing list, email the message
* "unsubscribe nyshsmath" to majordomo@mathforum.org
*
* http://mathforum.org/kb/forum.jspa?forumID=671
*******************************************************************

Date Subject Author
6/4/12 Anne E.
6/4/12 loretta boyce
6/4/12 Peggy Niforos
6/4/12 Jennifer Griffin
6/4/12 Morse, Dana
6/4/12 michelle Van Etten
6/4/12 Meg Clemens
6/4/12 JDBRAUNSTN@aol.com
6/4/12 JDBRAUNSTN@aol.com