Lessons Learned from scoring student work in math and science

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Lessons Learned from scoring student work in math and science - PowerPoint PPT Presentation

Lessons Learned from scoring student work in math and science. Run-On Equations. Students are using run-on equations to support work. Run-on equations give “false information” and do not earn points for supporting work. Example of a run-on equation: 10 + 17 = 27 – 3 = 24

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Presentation Transcript
Run-On Equations
• Students are using run-on equations to support work. Run-on equations give “false information” and do not earn points for supporting work.
• Example of a run-on equation:

10 + 17 = 27 – 3 = 24

• Remedy: Have students use only one equal sign per equation.
Showing Work
• Examples of ways to help students earn points:
• Have students show all mathematical decisions.
• Encourage students to record any conversion factor that they use.
• “Show work using words, numbers, and/or pictures” does not mean all of the ways.

-Students who write a narrative of “how” they solved a problem have added no additional information and may include a contradiction in the narrative.

Showing Work
• When students provide more than one answer, scorers will not choose which one is correct.
• When students write over an answer, they are not making their answers clear enough to score.
• Students can earn points for work that is crossed out if it is correct and supports their answer.
• Students should cross out work, rather than erase. When students erase work, they show no evidence of strategy or procedure.

Labels

• Missing and/or incorrect labels are a common reason students lose points.
• Money: \$1.80 (One dollar and eighty cents) is mislabeled in the following ways:

180 1.80 \$1.80¢ 1.80\$ \$1.8

• When students are given inches in a prompt, their answers are mislabeled feet.
Conclusion and Support
• Students need practice drawing conclusions and giving quantitative support for their conclusions.
• Valid conclusions are based on the data or describe the data.
• Support uses the specific data and/or information specific from the item.
Number Sense
• Students have difficulties labeling fractional parts.
• Examples of mislabels:
Number Sense
• Students do not know how to represent a remainder in decimal form.
• Students do not understand the meaning of the “remainder” in division problems.
Measurement
• Students have difficulty computing with time and representing the answers.
• 12:10 means 12 hours ten minutes elapsed time.
• 12.1 hours means 12 hours 6 minutes.
• 12:10 P.M. means 10 minutes after 12 noon.
• Students continue to use 100 minutes for one hour instead of sixty minutes for one hour, when computing elapsed time.
Algebraic Sense
• Students need practice writing expressions and equations that represent a situation.
• They can solve a problem, but do not write an equation or expression that represents what they have done.
• Students need to understand the difference between expressions and equations and a correct way to represent expressions and equations using variables.
• Examples of expressions:

4x3, t+2, 20t

• Examples of equations:

4x3=12, c=20t

5

4

3

2

1

0

1

2

3

4

5

Geometric Sense
• When plotting points on a coordinate grid, students are showing the tracking lines that help them locate the points.
Geometric Sense
• Students need practice sorting figures using more than one attribute: i.e. four-sided figures with exactly one line of symmetry.
• When sorting figures with specific attributes, students mistakenly assume that there is an equal number of figures for each attribute.
• Students need to use a ruler or straight edge when drawing figures.
Probability and Statistics
• Students need to understand measures of central tendency: mean, median, and mode.
• Students do not make lists of all possible outcomes.
• Students have difficulty determining the probabilities of events.
Solves Problems/Reasons Logically

See page 4

IT

Communication
• Students have difficulty writing questions that can be answered from given information.
• When students write:

“The cost of a milkshake and a donut = ”

They do not receive credit because it is not a question.

• They should write:

“What is the cost of a milkshake and a donut?”

In Summary:To Increase Math Scores