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RE: Grading Regents Proofs
Posted:
Jun 19, 2013 7:00 PM
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Liz you make way too much sense .thx for good suggestion
From: owner-nyshsmath@mathforum.org [mailto:owner-nyshsmath@mathforum.org]
On Behalf Of Liz Waite
Sent: Wednesday, June 19, 2013 7:12 AM
To: nyshsmath@mathforum.org
Subject: Re: Grading Regents Proofs
Evan,
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.
Liz
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
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
know about? Very helpful (and interesting conversation). Including, I
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
helping to grade a specific question: they're helping the graders
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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