Hi, This is the same state ed department that gives only 50% credit for stating the y intercept of a line as an ordered pair rather than just a single number? Makes me glad I'm retired... Dave Denison, former math teacher -------------------------------------------- On Mon, 5/12/14, Dr. Cheriese Pemberton <CPemberton@lbeach.org> wrote:
Subject: PLEASE CALL NYSED To: firstname.lastname@example.org Date: Monday, May 12, 2014, 6:23 AM
Dear Fellow Colleagues, I hope this email finds you well and able to join me in advocating for our students. Today, I participated in regional scoring for grade 7 and observed a true injustice to our students due to the guided papers provided by NYSED. I ask that you please refer to the scoring leaders practice set page 24 (practice set 24). The student demonstrated ?thorough understanding of the mathematical concepts and/or procedures of the task,? yet s/he received 1 out of 2 points. Standard Assessed: CCSS 7.G.4 Know the formula for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. In this specific question (#58), students are given the circumference and have to find the area using the given circumference. If you take a look at practice set 24, the student does exactly that and shows the work to demonstrate thorough understanding, but receives 50% credit for 100% understanding. The major problem is that I observed hundreds of students provide this response and there could be many more that I did not see. When the student provided this correct response, scorers had to give 1 point due to the guided paper (practice set #24). The only way regional scoring can make a change is if the state sends out a memorandum correcting this error. One point makes a difference. More importantly, a student deserves full-credit when s/he demonstrates thorough understanding of the standard.
Note: If you compare the practice set 24 to the training set guided paper #2 on page 24 (what a coincidence), you will notice the only difference is the student wrote d= and r = and the student received full credit. These solutions are ultimately the same, the only difference is the student on the practice set didn?t write d= and received 50%. That makes no sense to me. Furthermore, this guided paper (practice set #24) is grossly inconsistent with their 2-point holistic rubric.
Number to call: 1-888-705-9415 (7:30am to 4:30pm) Scoring Helpline
518-474 ? 5902 (Steven Katz ? Director- Office of State Assessment) I am calling NYSED first thing this morning regarding this matter. Again, I kindly request that you please call NYSED for the sake of hundreds, possibly thousands of students who demonstrated a thorough understanding of the standard and satisfied the requirements indicated on the 2-point holistic rubric, but did not receive full credit. If you need assistance navigating through your scoring materials to find the injustice that I am referring to, please call me at 516-732-1476. Together for children, Cheriese Pemberton, Ed.D.
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