Trigonometry High School Examination Worksheet Template (Page 27 of 36) in pdf

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 at: and select the link

“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 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 ’12

Trigonometry High School Examination Worksheet Template Page 27

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