Scoring MCAS Mathematics Items. Three Types of MCAS Math Items Multiple Choice- Machine Scored ...
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Transcript of Scoring MCAS Mathematics Items. Three Types of MCAS Math Items Multiple Choice- Machine Scored ...
Scoring MCAS Mathematics Items
Massachusetts Department of Elementary and Secondary Education
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Three Types of MCAS Math Items Multiple Choice- Machine Scored
Short Answer- Hand Scored
Open Response- Hand Scored
Short Answer Items
Massachusetts Department of Elementary and Secondary Education
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Scoring a Short-Answer Item
Short-Answer items are worth one (1) point.
In a short-answer item the student is only required to generate a brief response.
Massachusetts Department of Elementary and Secondary Education
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Scoring a Short-Answer ItemEquivalent Answers That Are
Acceptable
Doug put 30 tiles of the same size and shape into a bag.The tiles are numbered 1 through 30 without repeatingany numbers. Doug will reach into the bag withoutlooking and take out a tile.
What is the probability that Doug will take out a tile witha number greater than 20?
Answer posted on ESE’s website: 1/3 or equivalent
Answers accepted: or 33% or 33 % or 33.3% or “10 out of 30”
30
103
1
Massachusetts Department of Elementary and Secondary Education
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Scoring a Short-Answer ItemEquivalent Answers That Are Not Acceptable
Write a mixed number that is greater than and less than .
Answer posted on ESE’s website: Any mixed number greater than
3 and less than 3 .
Answers Accepted: 3 or 3 or 3 etc.
Answers Not Accepted: , , 3.25 and 3.5
4
12
1
4
12
4
15
4
3
240
112
4
13
4
14
Massachusetts Department of Elementary and Secondary Education
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Scoring a Short-Answer Item
Multiple Possible Answers
Write a number that has the digit 1 in the hundredsplace and the digit 3 in the hundredths place.
Answer posted on ESE’s website: Any number with a 1 in the hundreds place and a 3 in the hundredths place.
Answers accepted: 125.43 or 2146.03 or 189.931 etc.
Massachusetts Department of Elementary and Secondary Education
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Scoring a Short-Answer Item
Single Answer
Jordan has a machine part that is thirty-two thousandths of an inch thick. What is thirty-two thousandths written as a decimal?
Answer posted on ESE’s website: 0.032
Answers Accepted: 0.032
Massachusetts Department of Elementary and Secondary Education
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Scoring a Short-Answer Item
The diagram below shows a triangle and some of its measurements.
What is the area, in square feet, of the triangle?
Answer posted on ESE’s website: 6 square feet
Answers Accepted: 6
Massachusetts Department of Elementary and Secondary Education
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Samples of Scoring Challenges
or 30%30
10
3000
10001 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1/3
Example 1 Example 2
Example 3Work Contradicts Far out!!
Two Answers+ Not Equivalent= No Credit
Massachusetts Department of Elementary and Secondary Education
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“Take Aways” on Short Answer items
Students should not be putting work into the answer space
Students should always be expected to have units with their work, but are not losing credit when omitted
Students should be careful when deciding to show equivalent answers
Open Response Items
Massachusetts Department of Elementary and Secondary Education
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Scoring an Open Response Item
Open Response items are worth 4 points, except in Grade 3 where they are worth 2 points.
In an Open Response item the student is expected to answer a series of related questions.
In many instances, an explanation for the answer is requested.
Massachusetts Department of Elementary and Secondary Education
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What is Benchmarking ?
A meeting between….
ESE Math Assessment Team Measured Progress’s Item Development Team Measured Progress’s Scoring Team
…where decisions are made on how to score Short Answer and Open Response Items
Massachusetts Department of Elementary and Secondary Education
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How does Benchmarking Work?
Scoring team reads hundreds of papers to collect 40-50 student responses
Benchmarking Team reviews and scores the responses independently
Benchmarking Team meets to come to consensus on scores
Anchor Set and Scoring Notes are created
Massachusetts Department of Elementary and Secondary Education
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A Common Question What does “show” mean in “show or
explain”?
Massachusetts Department of Elementary and Secondary Education
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“Show” in “Show and explain how you got your answer”
C. Use the equation you wrote in part (b) to find the score Catherine earned on her second test. Show or explain how you got your answer.
Massachusetts Department of Elementary and Secondary Education
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A Common Question Will a student automatically lose a point
whenever explanation is requested but not provided?
Massachusetts Department of Elementary and Secondary Education
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Explanation Imperative, or No Credit
Dichotomous Answer: Suppose the vertices of J″K″L″ are
reflected over the y-axis and then reflected over the x-axis. Do the vertices of the resulting triangle have the same coordinates as the vertices of triangle JKL? Show or explain how you got your answer.
Yes
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No Explanation, No Loss of CreditJohn has a rectangular prism with the
dimensions shown in the diagram below.What is the surface area, in square feet, of
John's rectangular prism? Show or explain how you got your answer.
72 square feet
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A Common Question Should students SHOW and EXPLAIN?
Massachusetts Department of Elementary and Secondary Education
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Show AND Explain? Some students are comfortable writing a
lot, but that isn’t necessary to earn full credit
Different learning styles are a factor Geometry lends itself to showing... Estimation lends itself to explaining...
Massachusetts Department of Elementary and Secondary Education
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A Common Question Do students lose credit for all parts when
a wrong answer for part (a) is used in parts (b), (c), and (d) ?
Massachusetts Department of Elementary and Secondary Education
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Reading along with the student Correct uses of an incorrect answer can
earn credit!
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Incorrect part (a) used in (b)Chet shaded part of the two large rectangles
shown below.
a. Write a fraction that represents the shaded part of the two large rectangles.
b. Write a different number that is equivalent to the fraction you wrote in part (a). Show or explain how you got your answer.
Massachusetts Department of Elementary and Secondary Education
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“Take Aways” for Open Response items
Students should show OR explain their work, both are not necessary.
Students can earn some credit when an incorrect answer is used correctly in subsequent parts of an item.
Students should always try all parts of an item, there can be partial credit earned when appropriate skills are demonstrated.