Trigonometry High School Examination Worksheet Template (Page 31 of 42) in pdf

General Rules for Applying Mathematics Rubrics

I. General Principles for Rating

The rubrics for the constructed-response questions on the Regents Examination in Algebra 2/Trigonometry

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).

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Algebra 2/Trigonometry Rating Guide – January ’13

Trigonometry High School Examination Worksheet Template Page 31

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