• No results found

Open Response Scoring Guide.pdf

N/A
N/A
Protected

Academic year: 2020

Share "Open Response Scoring Guide.pdf"

Copied!
36
0
0

Loading.... (view fulltext now)

Full text

(1)

Grade 9 Assessment of Mathematics

2012, Academic

Released Item-Specific Rubrics and

Sample Student Responses with

Annotations

(2)

Assessment of Mathematics Grade 9 Academic Program

Specific Open-Response Scoring Guide

What a Bargain

Code Descriptor

B

Blank: nothing written or drawn in response to the question

I

- Illegible: cannot be read; completely crossed out/erased; not written in English;

- Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”);

- Off topic: no relationship of written work to the question.

10

Application of knowledge and skills to use percents to determine the total cost of Susan's tennis racket shows limited effectiveness due to

z misunderstanding of concepts;

z incorrect selection or misuse of procedures.

20

Application of knowledge and skills to use percents to determine the total cost of Susan's tennis racket shows some effectiveness due to

z partial understanding of the concepts;

z errors and/or omissions in the application of the procedures.

30

Application of knowledge and skills to use percents to determine the total cost of Susan's tennis racket shows considerable effectiveness due to

z an understanding of most of the concepts;

z minor errors and/or omissions in the application of the procedures.

40

Application of knowledge and skills to use percents to determine the total cost of Susan's tennis racket shows a high degree of effectiveness due to

z a thorough understanding of the concepts;

(3)

Academic (Question 6) Name of item:

What a Bargain

Annotation:

(4)

Anchor - Code 20

Academic (Question 6) Name of item:

What a Bargain

Annotation:

(5)

Academic (Question 6) Name of item:

What a Bargain

Annotation:

(6)

Anchor - Code 40

Academic (Question 6) Name of item:

What a Bargain

Annotation:

(7)

Grade 9 Academic Program

Specific Open-Response Scoring Guide

Which is Which?

Code Descriptor

B

Blank: nothing written or drawn in response to the question

I

- Illegible: cannot be read; completely crossed out/erased; not written in English;

- Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”);

- Off topic: no relationship of written work to the question.

10

Application of knowledge and skills involving drawing a graph, determining an equation and explaining the properties of a partial variation shows limited effectiveness due to

z misunderstanding of concepts;

z incorrect selection or misuse of procedures.

20

Application of knowledge and skills involving drawing a graph, determining an equation and explaining the properties of a partial variation shows some effectiveness due to

z partial understanding of the concepts;

z errors and/or omissions in the application of the procedures.

30

Application of knowledge and skills involving drawing a graph, determining an equation and explaining the properties of a partial variation shows considerable effectiveness due to

z an understanding of most of the concepts;

z minor errors and/or omissions in the application of the procedures.

40

Application of knowledge and skills involving drawing a graph, determining an equation and explaining the properties of a partial variation shows a high degree of effectiveness due to

z a thorough understanding of the concepts;

z an accurate application of the procedures (any minor errors and/or omissions do not detract from

(8)

Anchor - Code 10

Academic (Question 13) Name of item:

Which is Which?

Annotation:

(9)

Academic (Question 13) Name of item:

Which is Which?

Annotation:

(10)

Anchor - Code 30

Academic (Question 13) Name of item:

Which is Which?

Annotation:

(11)

Academic (Question 13) Name of item:

Which is Which?

Annotation:

(12)

Assessment of Mathematics Grade 9 Academic Program

Specific Open-Response Scoring Guide

Counting Pennies

Code Descriptor

B

Blank: nothing written or drawn in response to the question

I

- Illegible: cannot be read; completely crossed out/erased; not written in English;

- Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”);

- Off topic: no relationship of written work to the question.

10

Problem-solving process to determine the number of pennies in the container when the total mass is 185 g shows limited effectiveness due to

z minimal evidence of a solution process;

z limited identification of important elements of the problem; z too much emphasis on unimportant elements of the problem;

z no conclusions presented or conclusion presented without supporting evidence.

20

Problem-solving process to determine the number of pennies in the container when the total mass is 185 g shows some effectiveness due to

z an incomplete solution process;

z identification of some of the important elements of the problem;

z some understanding of the relationships between important elements of the problem; z simple conclusions with little supporting evidence.

30

Problem-solving process to determine the number of pennies in the container when the total mass is 185 g shows considerable effectiveness due to

z a solution process that is nearly complete;

z identification of most of the important elements of the problem;

z a considerable understanding of the relationships between important elements of the problem; z appropriate conclusions with supporting evidence.

40

Problem-solving process to determine the number of pennies in the container when the total mass is 185 g shows a high degree of effectiveness due to

z a complete solution process;

z identification of all important elements of the problem;

z a thorough understanding of the relationships between all of the important elements of the

problem;

(13)

Academic (Question 14) Name of item:

Counting Pennies

Annotation:

(14)

Anchor - Code 20

Academic (Question 14) Name of item:

Counting Pennies

Annotation:

(15)

Academic (Question 14) Name of item:

Counting Pennies

Annotation:

(16)

Anchor - Code 40

Academic (Question 14) Name of item:

Counting Pennies

Annotation:

(17)

Grade 9 Academic Program

Specific Open-Response Scoring Guide

Know Your Lines

Code Descriptor

B

Blank: nothing written or drawn in response to the question

I

- Illegible: cannot be read; completely crossed out/erased; not written in English;

- Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”);

- Off topic: no relationship of written work to the question.

10

Application of knowledge and skills to compare Line A and Line B using the properties of slopes of lines shows limited effectiveness due to

z misunderstanding of concepts;

z incorrect selection or misuse of procedures.

20

Application of knowledge and skills to compare Line A and Line B using the properties of slopes of lines shows some effectiveness due to

z partial understanding of the concepts;

z errors and/or omissions in the application of the procedures.

30

Application of knowledge and skills to compare Line A and Line B using the properties of slopes of lines shows considerable effectiveness due to

z an understanding of most of the concepts;

z minor errors and/or omissions in the application of the procedures.

40

Application of knowledge and skills to compare Line A and Line B using the properties of slopes of lines shows a high degree of effectiveness due to

z a thorough understanding of the concepts;

z an accurate application of the procedures (any minor errors and/or omissions do not detract from

(18)

Anchor - Code 10

Academic (Question 22) Name of item:

Know Your Lines

Annotation:

(19)

Academic (Question 22) Name of item:

Know Your Lines

Annotation:

(20)

Anchor - Code 30

Academic (Question 22) Name of item:

Know Your Lines

Annotation:

(21)

Academic (Question 22) Name of item:

Know Your Lines

Annotation:

(22)

Assessment of Mathematics Grade 9 Academic Program

Specific Open-Response Scoring Guide

Reduce, Reuse and Recycle

Code Descriptor

B

Blank: nothing written or drawn in response to the question

I

- Illegible: cannot be read; completely crossed out/erased; not written in English;

- Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”);

- Off topic: no relationship of written work to the question.

10

Problem-solving process to determine all the possible values of n and C shows limited effectiveness due to

z minimal evidence of a solution process;

z limited identification of important elements of the problem; z too much emphasis on unimportant elements of the problem;

z no conclusions presented or conclusion presented without supporting evidence.

20

Problem-solving process to determine all the possible values of n and C shows some effectiveness due to

z an incomplete solution process;

z identification of some of the important elements of the problem;

z some understanding of the relationships between important elements of the problem; z simple conclusions with little supporting evidence.

30

Problem-solving process to determine all the possible values of n and C shows considerable effectiveness due to

z a solution process that is nearly complete;

z identification of most of the important elements of the problem;

z a considerable understanding of the relationships between important elements of the problem; z appropriate conclusions with supporting evidence.

40

Problem-solving process to determine all the possible values of n and C shows a high degree of effectiveness due to

z a complete solution process;

z identification of all important elements of the problem;

z a thorough understanding of the relationships between all of the important elements of the

problem;

(23)

Academic (Question 23) Name of item: Reduce, Reuse and Recycle

Annotation:

(24)

Anchor - Code 20

Academic (Question 23) Name of item: Reduce, Reuse and Recycle

Annotation:

(25)

Academic (Question 23) Name of item: Reduce, Reuse and Recycle

Annotation:

Response demonstrates a considerable understanding of the relationship between important elements of the

problem; shows 3 sets of corresponding values for n and C (including upper and lower bounds) with

(26)

Anchor - Code 40

Academic (Question 23) Name of item: Reduce, Reuse and Recycle

Annotation:

Response demonstrates identification of all important elements of the problem; shows correct ranges for both

n

(27)

Grade 9 Academic Program

Specific Open-Response Scoring Guide

All the Right Stuff

Code Descriptor

B

Blank: nothing written or drawn in response to the question

I

- Illegible: cannot be read; completely crossed out/erased; not written in English;

- Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”);

- Off topic: no relationship of written work to the question.

10

Application of knowledge and skills to determine the value of x by using the Pythagorean theorem shows limited effectiveness due to

z misunderstanding of concepts;

z incorrect selection or misuse of procedures.

20

Application of knowledge and skills to determine the value of x by using the Pythagorean theorem shows some effectiveness due to

z partial understanding of the concepts;

z errors and/or omissions in the application of the procedures.

30

Application of knowledge and skills to determine the value of x by using the Pythagorean theorem shows considerable effectiveness due to

z an understanding of most of the concepts;

z minor errors and/or omissions in the application of the procedures.

40

Application of knowledge and skills to determine the value of x by using the Pythagorean theorem shows a high degree of effectiveness due to

z a thorough understanding of the concepts;

z an accurate application of the procedures (any minor errors and/or omissions do not detract from

(28)

Anchor - Code 10

Academic (Question 30) Name of item:

All the Right Stuff

Annotation:

(29)

Academic (Question 30) Name of item:

All the Right Stuff

Annotation:

(30)

Anchor - Code 30

Academic (Question 30) Name of item:

All the Right Stuff

Annotation:

(31)

Academic (Question 30) Name of item:

All the Right Stuff

Annotation:

(32)

Assessment of Mathematics Grade 9 Academic Program

Specific Open-Response Scoring Guide

Tricky Triangle

Code Descriptor

B

Blank: nothing written or drawn in response to the question

I

- Illegible: cannot be read; completely crossed out/erased; not written in English;

- Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”);

- Off topic: no relationship of written work to the question.

10

Problem-solving process to determine the value of h using Pythagorean theorem or properties of polygons shows limited effectiveness due to

z minimal evidence of a solution process;

z limited identification of important elements of the problem; z too much emphasis on unimportant elements of the problem;

z no conclusions presented or conclusion presented without supporting evidence.

20

Problem-solving process to determine the value of h using Pythagorean theorem or properties of polygons shows some effectiveness due to

z an incomplete solution process;

z identification of some of the important elements of the problem;

z some understanding of the relationships between important elements of the problem; z simple conclusions with little supporting evidence.

30

Problem-solving process to determine the value of h using Pythagorean theorem or properties of polygons shows considerable effectiveness due to

z a solution process that is nearly complete;

z identification of most of the important elements of the problem;

z a considerable understanding of the relationships between important elements of the problem; z appropriate conclusions with supporting evidence.

40

Problem-solving process to determine the value of h using Pythagorean theorem or properties of polygons shows a high degree of effectiveness due to

z a complete solution process;

z identification of all important elements of the problem;

z a thorough understanding of the relationships between all of the important elements of the problem;

(33)

Academic (Question 31) Name of item: Tricky Triangle

Annotation:

(34)

Anchor - Code 20

Academic (Question 31) Name of item: Tricky Triangle

Annotation:

(35)

Academic (Question 31) Name of item: Tricky Triangle

Annotation:

(36)

Anchor - Code 40

Academic (Question 31) Name of item: Tricky Triangle

Annotation:

References

Related documents

On one side, adopting a perlocutionary approach to hate speech, together with a distinction between speech and action and a liberal model of freedom, human rights and harm,

National Conference on Technical Vocational Education, Training and Skills Development: A Roadmap for Empowerment (Dec. 2008): Ministry of Human Resource Development, Department

The projected gains over the years 2000 to 2040 in life and active life expectancies, and expected years of dependency at age 65for males and females, for alternatives I, II, and

Marie Laure Suites (Self Catering) Self Catering 14 Mr. Richard Naya Mahe Belombre 2516591 info@marielauresuites.com 61 Metcalfe Villas Self Catering 6 Ms Loulou Metcalfe

The corona radiata consists of one or more layers of follicular cells that surround the zona pellucida, the polar body, and the secondary oocyte.. The corona radiata is dispersed

As noted in the Literature Review, above, scholarship on the determinants of foreign direct investment (FDI) variously argue the influence of GDP growth, the openness of a

19% serve a county. Fourteen per cent of the centers provide service for adjoining states in addition to the states in which they are located; usually these adjoining states have

This conclusion is further supported by the following observations: (i) constitutive expression of stdE and stdF in a Dam + background represses SPI-1 expression (Figure 5); (ii)