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Topic: June 2013 A2
Replies: 28   Last Post: Jun 16, 2013 3:50 PM

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Roberta M. Eisenberg

Posts: 269
Registered: 10/9/09
Re: June 2013 A2/Trig
Posted: Jun 15, 2013 9:26 AM
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Very eloquent, Eleanor.


On Jun 15, 2013, at 7:21 AM, Eleanor Pupko wrote:

> The domain of f(x)=sq root(1-x) is x less than or equal to 1. 10 is not in the domain of f. Therefore #33 should be thrown out.
> I also have a problem with question #39. I have never seen a problem with imaginary roots in which students weren't told to write their answer in simplest a+bi form. When students are asked to factor an expression, x^2+4 is considered prime. There should have been some indication of the set of numbers in which we are operating. I would not have a problem with the question had we known in advance in which cases include imaginary answers. It is not fair to secretly change the rules and leave students agonizing over whether to include the imaginary roots or not.
> It is also unfair to write a 6-pointer that appears to be solvable by graphing but is not. That leaves students ineligible for even 3 of the points. At a minimum, it should have been set equal to zero. The AP Calculus exam no longer writes open-ended questions with only one entry point. This one definitely expected students to recognize factoring by grouping. I probably assigned one problem of this type all year and it was set equal to zero.
> A well written exam measures what students know, as well as what they don't know. This exam does neither. Yes, I had the most unmotivatable group of students ever. However, there were some exceptions. Two students that I was sure would fail, really worked hard and came in repeatedly for review. After seeing the exam I am not even confident that they passed. Another student worked and 'persevered' at a level one rarely sees, a trait that the common core allegedly values. She scored high 90s in both previous Regents exams through sheer effort. I will be pleasantly surprised if she scores at the mastery level on this exam.
> I also had two students who worked hard and want to accelerate into honors. To prepare them, I went through the curriculum with a fine-tooth comb to find every obscurity that exam writers could dredge up. What a way to teach mathematics! Totally teaching to the test because I cannot trust it to be fair.
> My gut reaction is to tell my district to stop administering this exam. It turns students off to mathematics. It proves to them that they can't do it so why bother. It reaffirms that effort is not rewarded by success.
> Eleanor Pupko

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