This is a big problem. I know that it has been done for several years for the Math RCT and I have had questions over the years about one question whose answer was a fraction and always questioned whether or not the question required an answer in the fractional form of a rational number when I saw the decimal equivalent in a students' answer because the question could have just asked for the fractional equivalent of the decimal or a percent. Bruce
-----Original Message----- From: Grace Wilkie <firstname.lastname@example.org> To: nyshsmath <email@example.com> Sent: Wed, May 18, 2011 7:10 pm Subject: Re: Possible non-release of regents exams
how does a teacher score a response without seeing the question ... there have been years of errors on the tests ... sometimes multiple answers have been accepted ... I do not understand any test being secured ... who does this help other than the state and the cost of this exam ... if your evaluation is based upon the student scores based upon these tests I would do everything in my power to have access to them ...
As always, Grace Wilkie
On Wed, May 18, 2011 at 5:26 PM, <firstname.lastname@example.org> wrote:
In reply to your comment about the release of exams. You may recall that the recent January exam in physics was a "secure exam." Teachers were supposed to grade the papers using the answer key, without ever seeing the actual exams.
From: "TKENYON@crcs.wnyric.org" <TKENYON@crcs.wnyric.org> To: email@example.com Sent: Wed, May 18, 2011 4:27:53 PM Subject: RE: Field Test Question
I note this document mentions that they'll stop releasing exams. Why not? Teachers are going to see them. Ask me in September what questions were on the Geometry Regents this June and I'll probably be able to recall the majority of them. Some, I won't commit to memory, because there's nothing special about an (for example) inverse/converse/contrapositive problem. Toss on something in a style that I didn't specifically teach (i.e. June 2003's question on the Pythagorean theorem applied to a 3-dimensional problem), and I guarantee it'll be on my mind all summer to make sure that my students can do that problem the following year. Don't allow me to ever see the problems, and, in the case of that 2003 problem, I might teach for 10 more years, wondering "why the heck did 85% of my students get a Pythagorean theorem problem incorrect? Just what the heck is the problem??" Thus, how am I supposed to improve my instruction?
Sure, some exams keep the questions a secret - AP, SAT, etc. But the same companies that make those exams also publish books with questions similar to those that students can expect on the exam.