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Scoring the Regents Examination in

Algebra I (Common Core)

What To Expect

• Scoring Procedures• What is new to the Algebra I (CC) Exam?• General Rules for Applying Mathematics

Rubrics• Sample Agenda for Scorer Training• Practice Scoring Questions

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Scoring Overview• Scoring procedures for rating the Algebra I (CC)

Regents Examination have not changed from the past procedures.

• Constructed-response (CR) questions on the Algebra I (CC) Regents Exam will be scored the same way with a rubric similar to the ones that were used for the 2005 standards based Regents Exams.

• Rubrics will be similar in format to those for the Integrated Algebra, Geometry, and Algebra 2 / Trigonometry Exams.

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How does the Algebra I (CC) exam compare to the Integrated Algebra

Exam?Integrated Algebra Exam• 3- 2 pt CR questions• 3- 3 pt CR questions• 3- 4 pt CR questions

Algebra I (CC Exam)• 8- 2 pt CR questions• 4- 4 pt CR questions• 1- 6 pt CR question

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General Rules for Applying Mathematics Rubrics

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General Principles for Rating

• Raters should follow the general rating guidelines except for specific cases addressed in the rubrics and/or Model Responses.

• Rubrics are designed to provide a systematic and consistent method for awarding credit.

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General Principles for Rating

• Rubrics should not be considered all-inclusive; it is impossible to anticipate all of the different methods that students might use to solve a given problem.

• The specific rubrics for each question must be applied consistently to all responses.

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Full-Credit Responses

• Includes complete and correct answers to all parts of the question.

• Sufficient work is shown to enable the rater to determine how the student arrived at the correct answer.

• Award credit for mathematically correct alternative solutions.

The only exceptions are for those questions that specify the type of solution, e.g., algebraic solution, graphic solution, etc.

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Appropriate Work

Full Credit Responses• Include correct answer

AND work to support how the answer was found

Responses with Errors• Can include

computational, rounding, graphing, or conceptual errors

• Incomplete Work

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Multiple Errors• Computational Errors, Graphing Errors, and

Rounding Errors Count as 1-credit deductions each Any combination of two types of these errors result

in a 2-credit deduction No more than 2 credits deducted for a 4-credit

question No more than 3 credits deducted for a 6-credit

question• Conceptual Errors:

Repeated occurrences of the same error should not be penalized twice.

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Training Raters to Score Constructed Response Items on the Common Core Regents Examinations

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Purpose of Training

• Ensuring consistent scoring supports the reliability, validity, and fairness of interpretations of the test results.

• Students should receive the appropriate score according to the rubric regardless of where their test is scored or who scores it.

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Sample Agenda for Scorer Training

1. Select which constructed response questions each rater in the group will be responsible for scoring.

2. Raters read and complete (i.e., do the math for) the first question that they will be scoring.

3. Raters review rubrics associated with the questions that they will be scoring.

4. Raters review the first question they will be scoring in the Model Response Set.

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Sample Agenda for Scorer Training (cont.)

5. Raters score each model response to the first question they have been assigned according to the rating guide (i.e., rubric).

6. Raters check the number of credits they assigned against the number of credits awarded for the model response.

7. If there are questions or concerns, raters should consult with the scoring leader to investigate why their ratings differ from the training materials.

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Sample Agenda for Scorer Training (cont.)

8. The process is repeated for each question that raters will be scoring.

9. Raters may begin scoring the first question that they have been assigned on the student examinations.

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Let’s Practice…

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Practice Scoring

• Look at Question #1 and complete it as you would expect your students to, in order to receive full credit.

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1 Solve 8m2 + 20m = 12 for m by factoring.

Practice Scoring

• We will review the rubric for Question #1.

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Practice Scoring

• Review the model responses for Question #1.

• Score each model response to Question #1 according to the rubric.

• We will review the scores for each of the responses.

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1 Solve 8m2 + 20m = 12 for m by factoring.

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1 Solve 8m2 + 20m = 12 for m by factoring.

Score 1: The student did not set the equation equal to zero. An expression, which is what the student has written, can’t be solved.

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1 Solve 8m2 + 20m = 12 for m by factoring.

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1 Solve 8m2 + 20m = 12 for m by factoring.

Score 2: The student has a complete and correct answer.

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1 Solve 8m2 + 20m = 12 for m by factoring.

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1 Solve 8m2 + 20m = 12 for m by factoring.

Score 0: The student made a conceptual error by not subtracting 3 from both sides of the equation so that the equation is equal to 0. The student also made an error by not showing both factors equal to zero.

Practice Scoring

• Look at Question #2 and complete it as you would expect your students to, in order to receive full credit.

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2

Practice Scoring

• We will review the rubric for Question #2.

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Practice Scoring

• Review the model responses for Question #2.

• Score each model response to Question #2 according to the rating guide.

• We will review the scores for each of the responses.

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2

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2

Score 2: The student made two errors. The student wrote an equation instead of an inequality and the student rounded their final answer down which was incorrect due to the context of the question.

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2

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2

Score 2: The student used the wrong inequality sign and then made another error by substituting in 15 for the x value instead of for the y value.

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2

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2

Score 1: The student made a conceptual error by not writing an inequality that correctly modeled the situation. The student didn’t answer the question by stating the number of full hours.

Practice Scoring

• Look at Question #3 and complete it as you would expect your students to, in order to receive full credit.

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3 On the set of axes below, graph the function y = |x + 1| .

State the range of the function.

State the domain over which the function is increasing.

Practice Scoring

• We will review the rubric for Question #3.

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Practice Scoring

• Review the model responses for Question #3.

• Score each model response to Question #3 according to the rubric.

• We will review the scores for each of the responses.

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3 On the set of axes below, graph the function y = |x + 1| .

State the range of the function.

State the domain over which the function is increasing.

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3 On the set of axes below, graph the function y = |x + 1| .

State the range of the function.

State the domain over which the function is increasing.

Score 3: The student made a graphing error by not including arrows on the graph.

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3 On the set of axes below, graph the function y = |x + 1| .

State the range of the function.

State the domain over which the function is increasing.

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3 On the set of axes below, graph the function y = |x + 1| .

State the range of the function.

State the domain over which the function is increasing.

Score 1: The student made an error by incorrectly translating the graph one unit to the right instead of one unit to the left. The student stated an incorrect range and domain.

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3 On the set of axes below, graph the function y = |x + 1| .

State the range of the function.

State the domain over which the function is increasing.

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3 On the set of axes below, graph the function y = |x + 1| .

State the range of the function.

State the domain over which the function is increasing.

Score 2: The student made an error by incorrectly translating the graph one unit up instead of one unit to the left. The student stated the domain over which the function is increasing incorrectly.

Practice Scoring

• If this was a Regents Scoring Session, the raters in a scoring session would now begin scoring their assigned questions.

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Thank You

• Questions regarding scoring policies or procedures may be directed to the Office of State Assessment at:

emscassessinfo@mail.nysed.gov

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