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for teachers only the university of the state of new york regents high school examination geometry wednesday august 18 2010 ­ 8:30 to 11:30 a.m only scoring key and rating guide mechanics of rating the following procedures are to be followed for scoring student answer papers for the regents examination in geometry more detailed information about scoring is provided in the publication information booklet for scoring the regents examinations in mathematics use only red ink or red pencil in rating regents papers do not attempt to correct the student s work by making insertions or changes of any kind use check marks to indicate student errors unless otherwise specified mathematically correct variations in the answers will be allowed units need not be given when the wording of the questions allows such omissions each student s answer paper is to be scored by a minimum of three mathematics teachers on the back of the student s detachable answer sheet raters must enter their initials in the boxes next to the questions they have scored and also write their name in the box under the heading rater s/scorer s name raters should record the student s scores for all questions and the total raw score on the student s detachable answer sheet then the student s total raw score should be converted to a scale score by using the conversion chart that will be posted on the department s web site http www.emsc.nysed.gov/osa on wednesday august 18 2010 the student s scale score should be entered in the box provided on the student s detachable answer sheet the scale score is the student s final examination score.

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g eometry ­ continued part i allow a total of 56 credits 2 credits for each of the following allow credit if the student has written the correct answer instead of the numeral 1 2 3 or 4 1 2 3 4 5 6 7 4 3 1 3 4 4 2 8 9 10 11 12 13 14 1 1 4 4 1 4 2 15 16 17 18 19 20 21 2 4 1 1 2 4 3 22 23 24 25 26 27 28 1 4 3 2 3 2 1 [2]

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g eometry ­ continued updated information regarding the rating of this examination may be posted on the new york state education department s web site during the rating period check this web site http www.emsc.nysed.gov/osa and select the link examination scoring information for any recently posted information regarding this examination this site should be checked before the rating process for this examination begins and several times throughout the regents examination period general rules for applying mathematics rubrics general principles for rating the rubrics for the constructed-response questions on the regents examination in geometry are designed to provide a systematic consistent method for awarding credit the rubrics are not to be considered all-inclusive it is impossible to anticipate all the different methods that students might use to solve a given problem each response must be rated carefully using the teacher s professional judgment and knowledge of mathematics all calculations must be checked the specific rubrics for each question must be applied consistently to all responses in cases that are not specifically addressed in the rubrics raters must follow the general rating guidelines in the publication information booklet for scoring the regents examinations in mathematics use their own professional judgment confer with other mathematics teachers and/or contact the state education department for guidance during each regents examination administration period rating questions may be referred directly to the education department the contact numbers are sent to all schools before each administration period ii full-credit responses a full-credit response provides a complete and correct answer to all parts of the question sufficient work is shown to enable the rater to determine how the student arrived at the correct answer when the rubric for the full-credit response includes one or more examples of an acceptable method for solving the question usually introduced by the phrase such as it does not mean that there are no additional acceptable methods of arriving at the correct answer unless otherwise specified mathematically correct alternative solutions should be awarded credit the only exceptions are those questions that specify the type of solution that must be used e.g an algebraic solution or a graphic solution a correct solution using a method other than the one specified is awarded half the credit of a correct solution using the specified method iii appropriate work full-credit responses the directions in the examination booklet for all the constructed-response questions state clearly indicate the necessary steps including appropriate formula substitutions diagrams graphs charts etc the student has the responsibility of providing the correct answer and showing how that answer was obtained the student must construct the response the teacher should not have to search through a group of seemingly random calculations scribbled on the student paper to ascertain what method the student may have used responses with errors rubrics that state appropriate work is shown but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errors whether computational rounding graphing or conceptual if the response is incomplete i.e an equation is written but not solved or an equation is solved but not all of the parts of the question are answered appropriate work has not been shown other rubrics address incomplete responses iv multiple errors computational errors graphing errors and rounding errors each of these types of errors results in a 1-credit deduction any combination of two of these types of errors results in a 2-credit deduction no more than 2 credits should be deducted for such mechanical errors in any response the teacher must carefully review the student s work to determine what errors were made and what type of errors they were conceptual errors a conceptual error involves a more serious lack of knowledge or procedure examples of conceptual errors include using the incorrect formula for the area of a figure choosing the incorrect trigonometric function or multiplying the exponents instead of adding them when multiplying terms with exponents a response with one conceptual error can receive no more than half credit if a response shows repeated occurrences of the same conceptual error the student should not be penalized twice if the same conceptual error is repeated in responses to other questions credit should be deducted in each response if a response shows two or more different major conceptual errors it should be considered completely incorrect and receive no credit if a response shows one conceptual error and one computational graphing or rounding error the teacher must award credit that takes into account both errors i.e awarding half credit for the conceptual error and deducting 1 credit for each mechanical error maximum of two deductions for mechanical errors i [3 [over]

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g eometry ­ continued part ii for each question use the specific criteria to award a maximum of two credits unless otherwise specified mathematically correct alternative solutions should be awarded appropriate credit 29 [2 70 and appropriate work is shown [1 appropriate work is shown but one computational error is made or [1 appropriate work is shown but one conceptual error is made or [1 appropriate work is shown to find x 35 but m bad is not found or [1 70 but no work is shown [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure 30 [2 375 and appropriate work is shown [1 appropriate work is shown but one computational error is made or [1 appropriate work is shown but one conceptual error is made or [1 appropriate work is shown but the answer is not given in terms of or [1 375 but no work is shown [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure [4]

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g eometry ­ continued 31 [2 110 and appropriate work is shown [1 appropriate work is shown but one computational error is made or [1 appropriate work is shown but one conceptual error is made such as solving the equation x 40 4x 5 or [1 appropriate work is shown to find x 15 but no further correct work is shown or [1 110 but no work is shown [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure 32 [2 a correct construction is drawn showing all appropriate arcs point c does not have to be labeled [1 all construction arcs are drawn but the triangle is not drawn [0 a drawing that is not an appropriate construction is shown or [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure [5 [over]

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g eometry ­ continued 33 [2 both loci are sketched correctly and the two points of intersection are labeled with an x [1 both loci are sketched correctly but the points of intersection are not labeled or are labeled incorrectly or [1 appropriate work is shown but one conceptual error is made but appropriate points of intersection are labeled or [1 one locus is sketched correctly but no further correct work is shown [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure [2 x +12 y 22 36 [1 appropriate work is shown but one computational error is made or [1 appropriate work is shown but one conceptual error is made or [1 1,2 and r 6 but no further correct work is shown [0 1,2 or r 6 but no work is shown or [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure 34 [6]

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g eometry ­ continued part iii for each question use the specific criteria to award a maximum of four credits unless otherwise specified mathematically correct alternative solutions should be awarded appropriate credit 35 [4 parallel and appropriate work is shown and an appropriate explanation is given [3 appropriate work is shown but one computational error is made but an appropriate explanation is given or [3 parallel and appropriate work is shown but the explanation is missing or is incorrect [2 appropriate work is shown but two or more computational errors are made but an appropriate explanation is given or [2 appropriate work is shown but one conceptual error is made but an appropriate explanation is given or [2 appropriate work is shown to find m bdc 44 but no further correct work is shown [1 appropriate work is shown but one conceptual error and one computational error are made but an appropriate explanation is given or [1 appropriate work is shown to find x 25 but no further correct work is shown [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure [7 [over]

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g eometry ­ continued 36 [4 a 8,2 b 2,0 and c 6 8 and appropriate work is shown a b c is graphed and labeled correctly [3 appropriate work is shown but one computational graphing or labeling error is made or [3 appropriate work is shown but the coordinates are not stated or are stated incorrectly or [3 appropriate work is shown to find a 8,2 b 2,0 and c 6 8 but a b c is not graphed [2 appropriate work is shown but two or more computational graphing or labeling errors are made or [2 appropriate work is shown but one conceptual error is made such as dilating before translating [1 appropriate work is shown but one conceptual error and one computational graphing or labeling error are made or [1 one correct transformation is graphed and appropriate coordinates are stated or [1 a 8,2 b 2,0 and c 6 8 but no work is shown [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure [8]

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g eometry ­ continued 37 [4 2.4 or an equivalent answer and appropriate work is shown such as using proportions or area of a triangle [3 appropriate work is shown but one computational or rounding error is made [2 appropriate work is shown but two or more computational or rounding errors are made or [2 appropriate work is shown but one conceptual error is made or [2 appropriate work is shown to find 3.2 or 1.8 but no further correct work is shown [1 appropriate work is shown but one conceptual error and one computational or rounding error are made or [1 2.4 but no work is shown [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure [9 [over]

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g eometry ­ continued part iv for this question use the specific criteria to award a maximum of six credits unless otherwise specified mathematically correct alternative solutions should be awarded appropriate credit 38 [6 appropriate work is shown to prove abcd is a parallelogram but is not a rhombus and is not a rectangle and appropriate concluding statements are written [5 appropriate work is shown but one computational or graphing error is made or [5 appropriate work is shown to prove abcd is a parallelogram and is not a rhombus and is not a rectangle but the concluding statements are missing incomplete or incorrect [4 appropriate work is shown but two or more computational or graphing errors are made or [4 appropriate work is shown but one conceptual error is made such as using an incorrect formula or [4 appropriate work is shown to prove abcd is a parallelogram and either not a rhombus or not a rectangle but concluding statements are written or [4 appropriate work is shown to prove abcd is not a rhombus and not a rectangle but does not prove it is a parallelogram but concluding statements are written [3 appropriate work is shown but two or more computational or graphing errors are made and the concluding statement is incomplete or [3 appropriate work is shown but one conceptual error and one computational or graphing error are made or [3 appropriate work is shown to prove abcd is a parallelogram and a concluding statement is written [2 appropriate work is shown to find the lengths of all four sides but no further correct work is shown [1 appropriate work is shown to find all four slopes but no further correct work is shown [0 a zero response is completely incorrect irrelevant or incoherent or is a correct response that was obtained by an obviously incorrect procedure [10]

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g eometry ­ concluded map to core curriculum content band geometric relationships constructions locus informal and formal proofs transformational geometry coordinate geometry 2 8 20 30 5 32 28 33 1 3 6 7 11 12 16 17 18 22 25 26 27 29 31 35 37 15 21 23 36 4 9 10 13 14 19 24 34 38 item numbers regents examination in geometry august 2010 chart for converting total test raw scores to final examination scores scale scores the chart for determining the final examination score for the august 2010 regents examination in geometry will be posted on the department s web site http www.emsc.nysed.gov/osa on wednesday august 18 2010 conversion charts provided for previous administrations of the geometry examination must not be used to determine students final scores for this administration online submission of teacher evaluations of the test to the department suggestions and feedback from teachers provide an important contribution to the test development process the department provides an online evaluation form for state assessments it contains spaces for teachers to respond to several specific questions and to make suggestions instructions for completing the evaluation form are as follows 1 go to http www.emsc.nysed.gov/osa/teacher/evaluation.html 2 select the test title 3 complete the required demographic fields 4 complete each evaluation question and provide comments in the space provided 5 click the submit button at the bottom of the page to submit the completed form [11]

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