|
|
Re: SED ruling on the password problem
Posted:
Jun 17, 2012 6:59 AM
|
|
|
|
YES! I agree. The biggest problem I have with this is...there is NO way to distinguish between students. I cannot tell you how many times during the surface area problem I said "2 points are not created equal".
Liz
Elizabeth Waite
AMTNYS Vice-President
-----Original Message-----
From: Evan Romer evanromer@gmail.com
To: nyshsmath <nyshsmath@mathforum.org>
Sent: Sat, Jun 16, 2012 9:20 pm
Subject: Re: SED ruling on the password problem
I agree with your second paragraph. We call because we have an
bligation to score consistent with state standards, and they are the
rbiters of state standards.
I agree also with the rest of what you said. And there's another
tructural problem. They have established the standard of two points
ff for a conceptual error, one point off for a computational error,
nd the rubric writers apply it to every question (except 2-point
roblems where conceptual error = 1 off). This has the virtue of
onsistency, but it often leads to unreasonable scoring. It doesn't
istinguish between different kinds of conceptual errors: they are all
points off. I'm not complaining about the scoring being too harsh on
tudents. (The exam is scaled after all, so if they made the scoring
enerally less harsh, they would -- rightfully -- make the scaling
ougher.) I'm saying that it doesn't sufficiently distinguish among
tudents. I've seen a 4-point A2T question requiring a dozen steps and
oncepts, where a student who does 10 of the 12 things correctly but
akes one conceptual and one computational error gets the same score
1 point) as a student who does only the first two steps correctly.
hat kind of rubric is not unusual.
AP Calculus rubrics, by contrast, are much clearer, are much easier to
pply consistently, and do generally make appropriate distinctions
mong students. They are not rigidly wedded to the idea the every
onceptual error is 2 points off. Their rubrics are not perfect, but
hey are much better than Regents rubrics.
Evan Romer
usquehanna Valley HS
onklin NY
On Jun 16, 2012, at 8:50PM, Jonathan wrote:
> Why do we call SED? That's a fair question.
I think we call because they have the authority, legally, to make
these calls. I do not believe, however, that they have the expertise.
That's a big problem.
But the problem in this example is structural. On my test, my
classroom, I break up the credit into smaller pieces. Deducting 2 out
of, for example, 8, might not raise eyebrows. Or deducting 1.5 out of
5.
Two, three, and four point questions rub many high school math
teachers the wrong way. And with good reason.
Jonathan Halabi
HS of American Studies
the Bronx
*******************************************************************
To unsubscribe from this mailing list, email the message
"unsubscribe nyshsmath" to majordomo@mathforum.org
Read prior posts and download attachments from the web archives at
http://mathforum.org/kb/forum.jspa?forumID=671
******************************************************************
|
|
