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Replies: 8   Last Post: Jun 20, 2013 7:57 AM

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 Evan Romer Posts: 168 Registered: 1/8/09
Posted: Jun 19, 2013 1:28 AM

Our interpretation of "teachers may not grade their own tests" is
that Geometry teachers (for example) can't have any input on how to
grade the Geometry test. If the teachers scoring a question go ask a
Geo teacher for input, or if the Geo teacher writes an answer key to
guide their grading, then the Geo teacher is participating in the
grading, which I think is a no-no. A pretty serious no-no. Our
interpretation.

That's frustrating to all of us, because it does make it harder to
grade students' papers fairly. We don't want the student doing
something a certain way all year and have it accepted, and then lose a
point or more on the Regents for doing it the same way.

Our solution to this is that on Tuesday we decided that if there is a
proof we'll assign it to me and a retired Geo teacher to score. (We
score in pairs.) Then at lunch today I sat down with the two Geo
teachers for half an hour and went through some sample proofs, how do
you teach adding segments, how do you do getting right angles
congruent, what are your expectations for what reasons should look
like, how do you do CPCTC, is there anything else your students may do
that we need to be aware of ...? And while we're at it, is there
anything else aside from proofs that is unusual or that we need to
would expect x on my classroom tests, but on the Regents we would
accept y. By having that conversation ahead of time, they're not
understand how it was taught. Once the test has been opened and the
Geo teachers have seen the questions, then they're out of the picture.

We'll see how this works out in practice tomorrow.

BTW, one teacher doesn't use "CPCTC" at all in that form. Her students
write, "If 2 triangles are congruent then their corresponding parts
are congruent." Nice!

Evan Romer
Susquehanna Valley HS
Conklin NY

On Jun 18, 2013, at 9:23PM, StGOLD2112@aol.com wrote:

> The standard for grading a proof is to grade it based on the way it
> was taught, which is why teachers of the course should make
> themselves available just in case there is a question about how to
> grade. When I taught proofs during the year I emphasized good
> mathematical reasoning and allowed very few shortcuts, but none of
> my proofs were ever worth as little as 6 points, which means we have
> to adjust our thinking when grading a proof on a Regents, but even
> if you aren't actually grading the exam, you should write the answer
> key so your colleagues know what you accept and what you don't.
>
> Steve Goldman
> Half Hollow Hills HS East
> Dix Hills, NY

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Date Subject Author
6/18/13 StGOLD2112@aol.com
6/18/13 Daniel Knaisch
6/19/13 Evan Romer
6/19/13 ElizWaite@aol.com
6/19/13 Evan Romer
6/19/13 bill wickes
6/20/13 Ellen Falk
6/19/13 Elaine Zseller
6/19/13 Kate Martin-Bridge