Grade 7, Book 2 31 Short Response 2 Algebra 6.A.4 n/a 32 Extended ... solution and/or provides reasoning that is faulty or incomplete...

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Contents Strand and Performance Indicator Map with Answer Key . . . . . . . . . . . . . . . . . 2 Holistic Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Scoring Policies for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Complete and Correct Response and Annotated Student Responses Question 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Question 32 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Question 33 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Question 34 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Question 35 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Question 36 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Question 37 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Question 38 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Guide to the Grades 3–8 Testing Program

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Strand and Performance Indicator Map with Answer Key Grade 7, Book 1 Content Question

Type

Points

Strand

Performance Indicator

Page 2

Answer Key

1

Multiple Choice

1

Number Sense and Operations

7.N.9

C

2

Multiple Choice

1

Algebra

7.A.1

G

3

Multiple Choice

1

Statistics and Probability

6.S.3

A

4

Multiple Choice

1

Number Sense and Operations

7.N.6

H

5

Multiple Choice

1

Geometry

7.G.3

B

6

Multiple Choice

1

Statistics and Probability

6.S.11

H

7

Multiple Choice

1

Number Sense and Operations

7.N.1

A

8

Multiple Choice

1

Measurement

7.M.9

F

9

Multiple Choice

1

Statistics and Probability

6.S.10

B

10

Multiple Choice

1

Number Sense and Operations

7.N.11

H

11

Multiple Choice

1

Geometry

6.G.10

D

12

Multiple Choice

1

Statistics and Probability

7.S.4

G

13

Multiple Choice

1

Number Sense and Operations

7.N.8

B

14

Multiple Choice

1

Measurement

7.M.2

J

15

Multiple Choice

1

Statistics and Probability

7.S.10

C

16

Multiple Choice

1

Number Sense and Operations

7.N.12

G

17

Multiple Choice

1

Algebra

7.A.1

C

18

Multiple Choice

1

Statistics and Probability

7.S.10

H

19

Multiple Choice

1

Number Sense and Operations

7.N.15

A

20

Multiple Choice

1

Geometry

7.G.1

F

21

Multiple Choice

1

Statistics and Probability

7.S.2

B

22

Multiple Choice

1

Number Sense and Operations

7.N.7

F

23

Multiple Choice

1

Measurement

7.M.4

A

24

Multiple Choice

1

Statistics and Probability

6.S.10

F

25

Multiple Choice

1

Number Sense and Operations

7.N.9

B

26

Multiple Choice

1

Geometry

6.G.11

H

Guide to the Grades 3–8 Testing Program

Strand and Performance Indicator Map with Answer Key Content Question

Type

Points

Strand

Performance Indicator

27

Multiple Choice

1

Statistics and Probability

28

Multiple Choice

1

29

Multiple Choice

30

Multiple Choice

Answer Key

7.S.6

B

Number Sense and Operations

7.N.11

H

1

Measurement

7.M.3

D

1

Statistics and Probability

6.S.11

J

Grade 7, Book 2 31

Short Response

2

Algebra

6.A.4

n/a

32

Extended Response

3

Number Sense and Operations

7.N.10

n/a

33

Short Response

2

Measurement

7.M.11

n/a

34

Extended Response

3

Statistics and Probability

7.S.3

n/a

35

Short Response

2

Algebra

6.A.5

n/a

36

Extended Response

3

Geometry

7.G.4

n/a

37

Short Response

2

Statistics and Probability

7.S.8

n/a

38

Extended Response

3

Number Sense and Operations

7.N.19

n/a

Guide to the Grades 3–8 Testing Program

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2-Point Holistic Rubric Score Points: 2 Points

A two-point response is complete and correct. This response • demonstrates a thorough understanding of the mathematical concepts and/or procedures embodied in the task • indicates that the student has completed the task correctly, using mathematically sound procedures • contains clear, complete explanations and/or adequate work when required

1 Point

A one-point response is only partially correct. This response • indicates that the student has demonstrated only a partial understanding of the mathematical concepts and/or procedures embodied in the task • addresses some elements of the task correctly but may be incomplete or contain some procedural or conceptual flaws • may contain an incorrect solution but applies a mathematically appropriate process • may contain a correct numerical answer but required work is not provided

0 Points

A zero-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an obviously incorrect procedure. Although some parts may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

Condition Code A Condition Code A is applied whenever a student who is present for a test session leaves an entire open-ended item in that session blank (no response).

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Guide to the Grades 3–8 Testing Program

3-Point Holistic Rubric Score Points:

3 Points

A three-point response is complete and correct. This response • demonstrates a thorough understanding of the mathematical concepts and/or procedures embodied in the task • indicates that the student has completed the task correctly, using mathematically sound procedures • contains clear, complete explanations and/or adequate work when required

2 Points

A two-point response is partially correct. This response • demonstrates partial understanding of the mathematical concepts and/or procedures embodied in the task • addresses most aspects of the task, using mathematically sound procedures • may contain an incorrect solution but provides complete procedures, reasoning, and/or explanations • may reflect some misunderstanding of the underlying mathematical concepts and/or procedures

1 Point

A one-point response is incomplete and exhibits many flaws but is not completely incorrect. This response • demonstrates only a limited understanding of the mathematical concepts and/or procedures embodied in the task • may address some elements of the task correctly but reaches an inadequate solution and/or provides reasoning that is faulty or incomplete • exhibits multiple flaws related to a misunderstanding of important aspects of the task, misuse of mathematical procedures, or faulty mathematical reasoning • reflects a lack of essential understanding of the underlying mathematical concepts • may contain a correct numerical answer but required work is not provided

0 Points

A zero-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an obviously incorrect procedure. Although some parts may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

Guide to the Grades 3–8 Testing Program

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Scoring Policies for Mathematics 1. If the question does not specifically direct students to show their work, teachers may not score any work that the student shows. 2. If the student does the work in other than a designated “Show your work” area, that work may still be scored. 3. If the question requires students to show their work, and the student shows appropriate work and clearly identifies a correct answer but fails to write that answer in the answer blank, the student should still receive full credit. 4. If the question requires students to show their work, and a student shows appropriate work and arrives at the correct answer but writes an incorrect answer in the answer blank, the student may not receive full credit. 5. If the student provides one legible response (and one response only), teachers should score the response, even if it has been crossed out. 6. If the student has written more than one response but has crossed some out, teachers should score only the response that has not been crossed out. 7. For questions in which students use a trial-and-error (guess-and-check) process, evidence of three rounds of trial-and-error must be present for the student to receive credit for the process. Trial-and-error items are not subject to Scoring Policy #6, since crossing out is part of the trialand-error process. 8. If a response shows repeated occurrences of the same conceptual error within a question, the student should not be penalized more than once. 9. In questions that provide ruled lines for the students to write an explanation of their work, mathematical work shown elsewhere on the page may be considered and scored if, and only if, the student explicitly points to the work as part of the answer. 10. Responses containing a conceptual error may not receive more than fifty percent of the maximum score. 11. In all questions that provide a response space for one numerical answer and require work to be shown, if the correct numerical answer is provided but no work is shown, the score is 1. 12. In all questions that provide response spaces for two numerical answers and require work to be shown for both parts, if one correct numerical answer is provided but no work is shown in either part, the score is 0. If two correct numerical answers are provided but no work is shown in either part, the score is 1. 13. In all 3-point questions that provide response spaces for two numerical answers and require work to be shown in one part, if two correct numerical answers are provided but no work is shown, the score is 2.

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Guide to the Grades 3–8 Testing Program

Content-Specific Scoring Clarifications for Mathematics Tests 1. All necessary signs of operation should be present for work to be considered mathematically complete and correct. If signs of operation in the work shown are missing and it is absolutely clear and apparent in the student’s work which operation is being used, and all other work required is correct, the student should receive full credit. 2. In questions that require students to provide bar graphs, touching bars are acceptable only at Grades 3 and 4. 3. If the question asks the student to provide an expression and the student provides an equation, this is an acceptable response at Grades 3 and 4 only. For additional clarification, see the web site http://www.emsc.nysed.gov/ciai/mst/instructrec.htm.

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This response is complete and correct.

Score Point - 2 Page 10

Guide to the Grades 3–8 Testing Program

This response is only partially correct. The final step in the process for solving the equation is addressed correctly. However, the initial step in the process is mathematically flawed by subtracting 15 from both sides instead of adding, resulting in an incorrect answer.

Score Point - 1 Guide to the Grades 3–8 Testing Program

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This response is completely incorrect.

Score Point - 0 Page 12

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Guide to the Grades 3–8 Testing Program

This response is complete and correct.

Score Point - 3 Guide to the Grades 3–8 Testing Program

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This response is partially correct and addresses most aspects of the task, using mathematically sound procedures. The work shown is correct; however, the answers in Parts A and B are switched.

Score Point - 2 Page 16

Guide to the Grades 3–8 Testing Program

This response is incomplete and exhibits many flaws but is not completely incorrect. 648 is factored correctly; however, the answers in Part A and B do not reflect the work shown.

Score Point - 1 Guide to the Grades 3–8 Testing Program

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This response is incorrect, and the work shown is not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

Score Point - 0 Page 18

Guide to the Grades 3–8 Testing Program

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Guide to the Grades 3–8 Testing Program

The work shown clearly indicates the estimation of all side lengths and results in a correct answer of 308 square inches.

Score Point - 2 Guide to the Grades 3–8 Testing Program

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This response is only partially correct. Although the procedure for calculating surface area is correct, the estimation procedure is not applied.

Score Point - 1 Page 22

Guide to the Grades 3–8 Testing Program

This response is completely incorrect. The estimated side lengths shown in the work area are not sufficient to demonstrate even a partial understanding of how to estimate the surface area of a multi-dimensional figure.

Score Point - 0 Guide to the Grades 3–8 Testing Program

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This response demonstrates a thorough understanding of how to properly complete a double-bar graph.

Score Point - 3 Page 26

Guide to the Grades 3–8 Testing Program

This response demonstrates a partial understanding of the mathematical procedures embodied in the task. A correct key is provided, and most aspects of the double-bar graph are correct; however, “Months” and “Amounts and Expenses” are labeled on the wrong axes.

Score Point - 2 Guide to the Grades 3–8 Testing Program

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This response exhibits many flaws but is not completely incorrect. Most of the labels on the graph are appropriate, and one bar of the graph is graphed correctly.

Score Point - 1 Page 28

Guide to the Grades 3–8 Testing Program

This response is completely incorrect. The work shown is not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

Score Point - 0 Guide to the Grades 3–8 Testing Program

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This response is complete and correct. Adequate work is shown, resulting in the correct answer.

Score Point - 2 Page 32

Guide to the Grades 3–8 Testing Program

This response is only partially correct. A mathematically correct procedure is used to calculate the rate; however, the procedure used to find the total distance is flawed.

Score Point - 1 Guide to the Grades 3–8 Testing Program

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This response is completely incorrect. The work shown is not sufficient to demonstrate even a partial understanding of the mathematical concepts embodied in the task.

Score Point - 0 Page 34

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Guide to the Grades 3–8 Testing Program

This response is complete and correct. The work shown demonstrates a thorough understanding of how to calculate surface area and round to the nearest tenth. The explanation provided in Part B is clear and complete.

Score Point - 3 Guide to the Grades 3–8 Testing Program

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This response addresses most aspects of the task, using mathematically sound procedures. An inappropriate value for pi is used. However, the remainder of the work shown is correct, and the explanation in Part B is clear and complete.

Score Point - 2 Page 38

Guide to the Grades 3–8 Testing Program

This response demonstrates only a limited understanding of the mathematical concepts embodied in the task. The process of calculating the surface area is correct; however, an inappropriate value for pi is used. The explanation in Part B does not demonstrate an understanding of why the formula is used.

Score Point - 1 Guide to the Grades 3–8 Testing Program

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This response is completely incorrect.

Score Point - 0 Page 40

Guide to the Grades 3–8 Testing Program

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Guide to the Grades 3–8 Testing Program

This response is complete and correct and demonstrates a thorough understanding of the mathematical concepts embodied in the task.

Score Point - 2 Guide to the Grades 3–8 Testing Program

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This response is only partially correct. The answer in Part A is correct. In Part B, valid work to find 160 is shown; however, the final answer is incorrect.

Score Point - 1 Page 44

Guide to the Grades 3–8 Testing Program

This response is completely incorrect.

Score Point - 0 Guide to the Grades 3–8 Testing Program

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This response is complete and correct. An appropriate estimation procedure is used correctly to convert square feet to square yards. The strategy provided in Part B is clear and complete.

Score Point - 3 Page 48

Guide to the Grades 3–8 Testing Program

This response is partially correct. An appropriate estimation procedure is used to convert square feet to square yards; however, the description of the strategy is incomplete.

Score Point - 2 Guide to the Grades 3–8 Testing Program

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This response demonstrates only a limited understanding of the mathematical concepts embodied in the task. The procedure for converting square feet to square yards is correct, but no estimation procedure is present within the work shown or the description of the strategy.

Score Point - 1 Page 50

Guide to the Grades 3–8 Testing Program

This response is incorrect and does not demonstrate even a limited understanding of the mathematical concepts embodied in the task.

Score Point - 0 Guide to the Grades 3–8 Testing Program

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Grade 7 Mathematics Scoring Guide Sample Test 2005