Scoring Guide For Sample Test 2005 - Regents Examinations

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MathematicsScoring Guide for Sample Test 2005Grade7

ContentsStrand and Performance Indicator Map with Answer Key . . . . . . . . . . . . . . . . . 2Holistic Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Scoring Policies for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Complete and Correct Response and Annotated Student ResponsesQuestion 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Question 32 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Question 33 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Question 34 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Question 35 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Question 36 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Question 37 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Question 38 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Guide to the Grades 3–8 Testing ProgramPage 1

Strand and Performance Indicator Map with Answer KeyGrade 7, Book orPage 2AnswerKey1Multiple Choice1Number Sense and Operations7.N.9C2Multiple Choice1Algebra7.A.1G3Multiple Choice1Statistics and Probability6.S.3A4Multiple Choice1Number Sense and Operations7.N.6H5Multiple Choice1Geometry7.G.3B6Multiple Choice1Statistics and Probability6.S.11H7Multiple Choice1Number Sense and Operations7.N.1A8Multiple Choice1Measurement7.M.9F9Multiple Choice1Statistics and Probability6.S.10B10Multiple Choice1Number Sense and Operations7.N.11H11Multiple Choice1Geometry6.G.10D12Multiple Choice1Statistics and Probability7.S.4G13Multiple Choice1Number Sense and Operations7.N.8B14Multiple Choice1Measurement7.M.2J15Multiple Choice1Statistics and Probability7.S.10C16Multiple Choice1Number Sense and Operations7.N.12G17Multiple Choice1Algebra7.A.1C18Multiple Choice1Statistics and Probability7.S.10H19Multiple Choice1Number Sense and Operations7.N.15A20Multiple Choice1Geometry7.G.1F21Multiple Choice1Statistics and Probability7.S.2B22Multiple Choice1Number Sense and Operations7.N.7F23Multiple Choice1Measurement7.M.4A24Multiple Choice1Statistics and Probability6.S.10F25Multiple Choice1Number Sense and Operations7.N.9B26Multiple Choice1Geometry6.G.11HGuide to the Grades 3–8 Testing Program

Strand and Performance Indicator Map with Answer ator27Multiple Choice1Statistics and Probability28Multiple Choice129Multiple Choice30Multiple ChoiceAnswerKey7.S.6BNumber Sense and Operations7.N.11H1Measurement7.M.3D1Statistics and Probability6.S.11JGrade 7, Book 231Short Response2Algebra6.A.4n/a32ExtendedResponse3Number Sense and Operations7.N.10n/a33Short atistics and Probability7.S.3n/a35Short y7.G.4n/a37Short Response2Statistics and Probability7.S.8n/a38ExtendedResponse3Number Sense and Operations7.N.19n/aGuide to the Grades 3–8 Testing ProgramPage 3

2-Point Holistic RubricScore Points:2 PointsA two-point response is complete and correct.This response demonstrates a thorough understanding of the mathematicalconcepts and/or procedures embodied in the task indicates that the student has completed the task correctly, usingmathematically sound procedures contains clear, complete explanations and/or adequate work when required1 PointA one-point response is only partially correct.This response indicates that the student has demonstrated only a partial understanding ofthe mathematical concepts and/or procedures embodied in the task addresses some elements of the task correctly but may be incomplete orcontain some procedural or conceptual flaws may contain an incorrect solution but applies a mathematically appropriateprocess may contain a correct numerical answer but required work is not provided0 PointsA zero-point response is incorrect, irrelevant, incoherent, or contains a correctresponse arrived at using an obviously incorrect procedure. Although some partsmay contain correct mathematical procedures, holistically they are not sufficient todemonstrate even a limited understanding of the mathematical concepts embodiedin the task.Condition Code ACondition Code A is applied whenever a student who is present for a test session leavesan entire open-ended item in that session blank (no response).Page 4Guide to the Grades 3–8 Testing Program

3-Point Holistic RubricScore Points:3 PointsA three-point response is complete and correct.This response demonstrates a thorough understanding of the mathematical conceptsand/or procedures embodied in the task indicates that the student has completed the task correctly, usingmathematically sound procedures contains clear, complete explanations and/or adequate work when required2 PointsA two-point response is partially correct.This response demonstrates partial understanding of the mathematical concepts and/orprocedures embodied in the task addresses most aspects of the task, using mathematically sound procedures may contain an incorrect solution but provides complete procedures,reasoning, and/or explanations may reflect some misunderstanding of the underlying mathematicalconcepts and/or procedures1 PointA one-point response is incomplete and exhibits many flaws but is not completelyincorrect.This response demonstrates only a limited understanding of the mathematical conceptsand/or procedures embodied in the task may address some elements of the task correctly but reaches an inadequatesolution and/or provides reasoning that is faulty or incomplete exhibits multiple flaws related to a misunderstanding of important aspectsof the task, misuse of mathematical procedures, or faulty mathematicalreasoning reflects a lack of essential understanding of the underlying mathematicalconcepts may contain a correct numerical answer but required work is not provided0 PointsA zero-point response is incorrect, irrelevant, incoherent, or contains a correctresponse arrived at using an obviously incorrect procedure. Although some partsmay contain correct mathematical procedures, holistically they are not sufficient todemonstrate even a limited understanding of the mathematical concepts embodiedin the task.Guide to the Grades 3–8 Testing ProgramPage 5

Scoring Policies for Mathematics1. If the question does not specifically direct students to show their work, teachers may not scoreany work that the student shows.2. If the student does the work in other than a designated “Show your work” area, that work maystill be scored.3. If the question requires students to show their work, and the student shows appropriate workand clearly identifies a correct answer but fails to write that answer in the answer blank, thestudent should still receive full credit.4. If the question requires students to show their work, and a student shows appropriate workand arrives at the correct answer but writes an incorrect answer in the answer blank, thestudent may not receive full credit.5. If the student provides one legible response (and one response only), teachers should score theresponse, even if it has been crossed out.6. If the student has written more than one response but has crossed some out, teachers shouldscore only the response that has not been crossed out.7. For questions in which students use a trial-and-error (guess-and-check) process, evidence ofthree rounds of trial-and-error must be present for the student to receive credit for the process.Trial-and-error items are not subject to Scoring Policy #6, since crossing out is part of the trialand-error process.8. If a response shows repeated occurrences of the same conceptual error within a question, thestudent should not be penalized more than once.9. In questions that provide ruled lines for the students to write an explanation of their work,mathematical work shown elsewhere on the page may be considered and scored if, and only if,the student explicitly points to the work as part of the answer.10. Responses containing a conceptual error may not receive more than fifty percent of themaximum score.11. In all questions that provide a response space for one numerical answer and require work to beshown, if the correct numerical answer is provided but no work is shown, the score is 1.12. In all questions that provide response spaces for two numerical answers and require work tobe shown for both parts, if one correct numerical answer is provided but no work is shown ineither part, the score is 0. If two correct numerical answers are provided but no work is shownin either part, the score is 1.13. In all 3-point questions that provide response spaces for two numerical answers and requirework to be shown in one part, if two correct numerical answers are provided but no work isshown, the score is 2.Page 6Guide to the Grades 3–8 Testing Program

Content-Specific Scoring Clarifications for Mathematics Tests1. All necessary signs of operation should be present for work to be considered mathematicallycomplete and correct. If signs of operation in the work shown are missing and it is absolutelyclear and apparent in the student’s work which operation is being used, and all other workrequired is correct, the student should receive full credit.2. In questions that require students to provide bar graphs, touching bars are acceptable only atGrades 3 and 4.3. If the question asks the student to provide an expression and the student provides an equation,this is an acceptable response at Grades 3 and 4 only.For additional clarification, see the web site .Guide to the Grades 3–8 Testing ProgramPage 7

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This response is complete and correct.Score Point - 2Page 10Guide to the Grades 3–8 Testing Program

This response is only partially correct. The final step in the process for solving the equationis addressed correctly. However, the initial step in the process is mathematically flawed bysubtracting 15 from both sides instead of adding, resulting in an incorrect answer.Score Point - 1Guide to the Grades 3–8 Testing ProgramPage 11

This response is completely incorrect.Score Point - 0Page 12Guide to the Grades 3–8 Testing Program

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This response is complete and correct.Score Point - 3Guide to the Grades 3–8 Testing ProgramPage 15

This response is partially correct and addresses most aspects of the task, using mathematicallysound procedures. The work shown is correct; however, the answers in Parts A and B areswitched.Score Point - 2Page 16Guide to the Grades 3–8 Testing Program

This response is incomplete and exhibits many flaws but is not completely incorrect. 648 isfactored correctly; however, the answers in Part A and B do not reflect the work shown.Score Point - 1Guide to the Grades 3–8 Testing ProgramPage 17

This response is incorrect, and the work shown is not sufficient to demonstrate even a limitedunderstanding of the mathematical concepts embodied in the task.Score Point - 0Page 18Guide to the Grades 3–8 Testing Program

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The work shown clearly indicates the estimation of all side lengths and results in a correctanswer of 308 square inches.Score Point - 2Guide to the Grades 3–8 Testing ProgramPage 21

This response is only partially correct. Although the procedure for calculating surface area iscorrect, the estimation procedure is not applied.Score Point - 1Page 22Guide to the Grades 3–8 Testing Program

This response is completely incorrect. The estimated side lengths shown in the work area arenot sufficient to demonstrate even a partial understanding of how to estimate the surfacearea of a multi-dimensional figure.Score Point - 0Guide to the Grades 3–8 Testing ProgramPage 23

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This response demonstrates a thorough understanding of how to properly complete adouble-bar graph.Score Point - 3Page 26Guide to the Grades 3–8 Testing Program

This response demonstrates a partial understanding of the mathematical proceduresembodied in the task. A correct key is provided, and most aspects of the double-bar graphare correct; however, “Months” and “Amounts and Expenses” are labeled on the wrong axes.Score Point - 2Guide to the Grades 3–8 Testing ProgramPage 27

This response exhibits many flaws but is not completely incorrect. Most of the labels on thegraph are appropriate, and one bar of the graph is graphed correctly.Score Point - 1Page 28Guide to the Grades 3–8 Testing Program

This response is completely incorrect. The work shown is not sufficient to demonstrate even alimited understanding of the mathematical concepts embodied in the task.Score Point - 0Guide to the Grades 3–8 Testing ProgramPage 29

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This response is complete and correct. Adequate work is shown, resulting in the correctanswer.Score Point - 2Page 32Guide to the Grades 3–8 Testing Program

This response is only partially correct. A mathematically correct procedure is used to calculatethe rate; however, the procedure used to find the total distance is flawed.Score Point - 1Guide to the Grades 3–8 Testing ProgramPage 33

This response is completely incorrect. The work shown is not sufficient to demonstrate even apartial understanding of the mathematical concepts embodied in the task.Score Point - 0Page 34Guide to the Grades 3–8 Testing Program

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This response is complete and correct. The work shown demonstrates a thoroughunderstanding of how to calculate surface area and round to the nearest tenth. Theexplanation provided in Part B is clear and complete.Score Point - 3Guide to the Grades 3–8 Testing ProgramPage 37

This response addresses most aspects of the task, using mathematically sound procedures. Aninappropriate value for pi is used. However, the remainder of the work shown is correct, andthe explanation in Part B is clear and complete.Score Point - 2Page 38Guide to the Grades 3–8 Testing Program

This response demonstrates only a limited understanding of the mathematical conceptsembodied in the task. The process of calculating the surface area is correct; however, aninappropriate value for pi is used. The explanation in Part B does not demonstrate anunderstanding of why the formula is used.Score Point - 1Guide to the Grades 3–8 Testing ProgramPage 39

This response is completely incorrect.Score Point - 0Page 40Guide to the Grades 3–8 Testing Program

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This response is complete and correct and demonstrates a thorough understanding of themathematical concepts embodied in the task.Score Point - 2Guide to the Grades 3–8 Testing ProgramPage 43

This response is only partially correct. The answer in Part A is correct. In Part B, valid work tofind 160 is shown; however, the final answer is incorrect.Score Point - 1Page 44Guide to the Grades 3–8 Testing Program

This response is completely incorrect.Score Point - 0Guide to the Grades 3–8 Testing ProgramPage 45

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This response is complete and correct. An appropriate estimation procedure is used correctlyto convert square feet to square yards. The strategy provided in Part B is clear and complete.Score Point - 3Page 48Guide to the Grades 3–8 Testing Program

This response is partially correct. An appropriate estimation procedure is used to convertsquare feet to square yards; however, the description of the strategy is incomplete.Score Point - 2Guide to the Grades 3–8 Testing ProgramPage 49

This response demonstrates only a limited understanding of the mathematical conceptsembodied in the task. The procedure for converting square feet to square yards is correct,but no estimation procedure is present within the work shown or the description of thestrategy.Score Point - 1Page 50Guide to the Grades 3–8 Testing Program

This response is incorrect and does not demonstrate even a limited understanding of themathematical concepts embodied in the task.Score Point - 0Guide to the Grades 3–8 Testing ProgramPage 51

Grade 7MathematicsScoring GuideSample Test 2005

Grade 7, Book 1 Question Type Points Strand Content Performance Indicator Answer Key 1 Multiple Choice 1 Number Sense and Operations 7.N.9 C 2 Multiple Choice 1 Algebra 7.A.1 G 3 Multiple Choice 1 Statistics and Probability 6.S.3 A 4 Multiple Choice 1 Number Sense and Operations 7.N.6 H 5 Multiple Choice 1 Geometry 7.G.3 B

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