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Topic: Re: Grading Regents Proofs
Replies: 8   Last Post: Jun 20, 2013 7:57 AM

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Posts: 538
Registered: 12/3/04
Re: Grading Regents Proofs
Posted: Jun 19, 2013 7:12 AM
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Teachers are absolutely allowed to grade the tests of the subject they teach as long as the test they grade is not their own student. Our whole department graded most of the tests with teachers of particular students passing the test on to another teacher if it was their student.
For calculus, I absolutely was allowed to write a more detailed key for the non-calculus teachers who graded the exams - I was told clearly I was allowed to "train" them in grading my exam and they were allowed to ask me general questions about how to do problems if issues arose. All of those keys had to be stored with the SLO and no notes from grading or anything from student papers could be taken from the room, but we were allowed to do it.
The different interpretations about how to go about grading without grading your own students' papers is very frustrating. This can only be 'bad' for kids.

Elizabeth Waite
AMTNYS Coordinator of Reps

-----Original Message-----
From: Evan Romer <evanromer@gmail.com>
To: nyshsmath <nyshsmath@mathforum.org>
Sent: Wed, Jun 19, 2013 1:29 am
Subject: Re: Grading Regents Proofs

Our interpretation of "teachers may not grade their own tests" is
hat Geometry teachers (for example) can't have any input on how to
rade the Geometry test. If the teachers scoring a question go ask a
eo teacher for input, or if the Geo teacher writes an answer key to
uide their grading, then the Geo teacher is participating in the
rading, which I think is a no-no. A pretty serious no-no. Our
That's frustrating to all of us, because it does make it harder to
rade students' papers fairly. We don't want the student doing
omething a certain way all year and have it accepted, and then lose a
oint 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
roof we'll assign it to me and a retired Geo teacher to score. (We
core in pairs.) Then at lunch today I sat down with the two Geo
eachers for half an hour and went through some sample proofs, how do
ou teach adding segments, how do you do getting right angles
ongruent, what are your expectations for what reasons should look
ike, how do you do CPCTC, is there anything else your students may do
hat we need to be aware of ...? And while we're at it, is there
nything else aside from proofs that is unusual or that we need to
now about? Very helpful (and interesting conversation). Including, I
ould expect x on my classroom tests, but on the Regents we would
ccept y. By having that conversation ahead of time, they're not
elping to grade a specific question: they're helping the graders
nderstand how it was taught. Once the test has been opened and the
eo 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
rite, "If 2 triangles are congruent then their corresponding parts
re congruent." Nice!
Evan Romer
usquehanna Valley HS
onklin 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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