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Topic: NCAMS Spring Luncheon - Featuring Regent Tilles - 5/15
Replies: 2   Last Post: May 12, 2014 8:27 PM

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 Dave Denison Posts: 1 Registered: 5/12/14
Posted: May 12, 2014 8:27 PM

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:

To: amtnys@mathforum.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
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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Date Subject Author
3/28/14 Ian Dunst
5/12/14 Cheriese Pemberton
5/12/14 Dave Denison