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Topic: June 2017 NYS Regents in Geometry
Replies: 2   Last Post: Jun 27, 2017 2:35 PM

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Maryann Monteverde

Posts: 1
Registered: 6/22/17
June 2017 NYS Regents in Geometry
Posted: Jun 22, 2017 2:53 PM
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I have taught Geometry for 16 years and have always had more than 90% of my
students pass the exam. This year only 74% of my students passed. Just
last year, 97% of my students passed. I used the same NYS Common Core /
EngageNY based curriculum both years. As other teachers have expressed, the
number of students achieving mastery dropped, and I did not have one
student score a 90 or above. I found the questions on this June test to be
worded in a way that confounded many of my students, not because they did
not know the content vocabulary, but because the questions were poorly
written. What does "describe the sequence of transformations" mean
exactly? Do you want the center and angle of rotation? Should students
use composition of function notation? This is just one example of some of
the vague language on this exam. The fact that many of our students
struggle with reading is no big secret. Shouldn't an exam meant to evaluate
a student's knowledge of mathematics be written precisely? Precision is
certainly expected in the student responses. Clear evidence of this is the
scoring rubric for #34, the gas tank problem. Students were expected to
derive the radius of the tank given the volume, in gallons, and the
length. Then they were expected to use the relationship between radius and
diameter to determine the length of a pole inserted into the tank and
extending 1 foot outside. Forgetting to convert gallons to cubic inches
resulted in students receiving only 2 of the 4 points. Considering the
complexity of the problem such a penalty seems excessive, especially in
light of the lack of precision given to language used in many of the
problems.
I hope this test is an anomaly.



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