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IA #35 and #31
Posted:
Jun 18, 2008 12:56 PM
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As for #35, I find it strange that a grading "update" from SED would
"clarify" an issue by stating, in writing, that a student who
misinterpreted a request would be penalized while a student who ignored
the request totally would get no penalty.( I suppose the case could also
be made that a whole number percent has already been rounded to the
nearest hundredth, and that therefore a student who wrote 17% might be
mathematically correct based on the question as they decoded it. (This
may not be clear enough, but it would indicate an issue with the
student's ability to properly read the question.))
On a different note, question #31 would have been a bastion of success
had the word "lower" be used instead of 'better". The mathematics would
not have changed one iota, but comprehension would have increased
dramatically. Admittedly, the vast majority would equate "lower" with
"better" in this particular instance, but that does not make them
synonyms.
Dave Van Leeuwen
http://www.chathamcentralschools.com/hs/academic%5Fdept/mathematics/vanl
eeuwen/
http://www.angelfire.com/ny3/golfgolf
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