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Re: Absolute shocked!
Posted:
Jun 22, 2009 6:27 AM
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Nicholas,
I think you bring up a good point.
The only scores that are actually computed by State Ed are the scores for 65 and for 85. Everything else is done by cubic regression, since the set of points {(0, 0), (pass, 65), (mastery, 85), (max, 100)} determine a unique cubic. Try it sometime with an old B rubric ... eerie...
The meaning of 80 or 89 is totally obscured now. Simply put, 80 means that a student got almost mastery and an 89 means that a student hit mastery but not close to perfection.
Why a district would use such nonsense numbers to calculate the final grade of a kid who might need to pass the course to graduate is beyond my comprehension.
Respectfully submitted,
George Reuter
Canandaigua Academy
>>> Nicholas Bianculli <nbiancul@ic.sunysb.edu> 06/21/09 9:45 PM >>>
I think what ends up happening is that 65, 80, 85, 89, and 100 have simply changed their meanings.
65 means a very minimal competency, but enough not to prevent someone from graduating high school.
The 80 vs. 89 example from this new perspective: 80 is not mastery, while 89 is significantly above mastery, and this is known to us as math teachers (or at least most of us) and, in a few years, will be known to college admissions officers (at least in NYS) and scoring 89 as opposed to 80 will distinguish one student from another, whereas in the past it may not have.
Whatever label one puts on a minimal performance or a superior performance, as long as we are being consistent we can gauge student performance and interpret scores accordingly.
Maybe it would help if we went to a 1-2-3-4 scoring format as we do for the K-8 exams, although this would cause headaches for schools that use the Regents score in calculating final class grades.
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