FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA II

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1 FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION ALGEBRA II Wednesday, January 24, :15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed f scing student answer papers f the Regents Examination in Algebra II. Me detailed infmation about scing is provided in the publication Infmation Booklet f Scing the Regents Examination in Algebra II. Do not attempt to crect the student s wk by making insertions changes of any kind. In scing the constructed-response questions, use check marks to indicate student errs. Unless otherwise specified, mathematically crect variations in the answers will be allowed. Units need not be given when the wding of the questions allows such omissions. Each student s answer paper is to be sced by a minimum of three mathematics teachers. No one teacher is to sce me than approximately one-third of the constructedresponse questions on a student s paper. Teachers may not sce their own students answer papers. On the student s separate answer sheet, f each question, recd the number of credits earned and the teacher s assigned rater/scer letter. Schools are not permitted to resce any of the open-ended questions on this exam after each question has been rated once, regardless of the final exam sce. Schools are required to ensure that the raw sces have been added crectly and that the resulting scale sce has been determined accurately. Raters should recd the student s sces f all questions and the total raw sce on the student s separate answer sheet. Then the student s total raw sce should be converted to a scale sce by using the conversion chart that will be posted on the Department s web site at: by Wednesday, January 24, Because scale sces cresponding to raw sces in the conversion chart may change from one administration to another, it is crucial that, f each administration, the conversion chart provided f that administration be used to determine the student s final sce. The student s scale sce should be entered in the box provided on the student s separate answer sheet. The scale sce is the student s final examination sce.

2 If the student s responses f the multiple-choice questions are being hand sced pri to being scanned, the scer must be careful not to make any marks on the answer sheet except to recd the sces in the designated sce boxes. Marks elsewhere on the answer sheet will interfere with the accuracy of the scanning. Part I Allow a total of 48 credits, 2 credits f each of the following. (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20) (21) (22) (23) (24) Updated infmation regarding the rating of this examination may be posted on the New Yk State Education Department s web site during the rating period. Check this web site at: and select the link Scing Infmation f any recently posted infmation regarding this examination. This site should be checked befe the rating process f this examination begins and several times throughout the Regents Examination period. The Department is providing supplemental scing guidance, the Model Set, f the Regents Examination in Algebra II. This guidance is recommended to be part of the scer training. Schools are encouraged to incpate the Model Sets into the scer training to use them as additional infmation during scing. While not reflective of all scenarios, the model responses selected f the Model Set illustrate how less common student responses to constructed-response questions may be sced. The Model Set will be available on the Department s web site at Algebra II Rating Guide Jan. 18 [2]

3 General Rules f Applying Mathematics Rubrics I. General Principles f Rating The rubrics f the constructed-response questions on the Regents Examination in Algebra II are designed to provide a systematic, consistent method f 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 f 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 Infmation Booklet f Scing the Regents Examination in Algebra II, use their own professional judgment, confer with other mathematics teachers, and/ contact the State Education Department f 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 befe each administration period. II. Full-Credit s A full-credit response provides a complete and crect answer to all parts of the question. Sufficient wk is shown to enable the rater to determine how the student arrived at the crect answer. When the rubric f the full-credit response includes one me examples of an acceptable method f 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 crect answer. Unless otherwise specified, mathematically crect 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 a graphic solution. A crect solution using a method other than the one specified is awarded half the credit of a crect solution using the specified method. III. Appropriate Wk Full-Credit s: The directions in the examination booklet f all the constructed-response questions state: Clearly indicate the necessary steps, including appropriate fmula substitutions, diagrams, graphs, charts, etc. The student has the responsibility of providing the crect 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. s With Errs: Rubrics that state Appropriate wk is shown, but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errs, whether computational, rounding, graphing, conceptual. If the response is incomplete; i.e., an equation is written but not solved an equation is solved but not all of the parts of the question are answered, appropriate wk has not been shown. Other rubrics address incomplete responses. IV. Multiple Errs Computational Errs, Graphing Errs, and Rounding Errs: Each of these types of errs results in a 1-credit deduction. Any combination of two of these types of errs results in a 2-credit deduction. No me than 2 credits should be deducted f such mechanical errs in a 4-credit question and no me than 3 credits should be deducted in a 6-credit question. The teacher must carefully review the student s wk to determine what errs were made and what type of errs they were. Conceptual Errs: A conceptual err involves a me serious lack of knowledge procedure. Examples of conceptual errs include using the increct fmula f the area of a figure, choosing the increct trigonometric function, multiplying the exponents instead of adding them when multiplying terms with exponents. If a response shows repeated occurrences of the same conceptual err, the student should not be penalized twice. If the same conceptual err is repeated in responses to other questions, credit should be deducted in each response. F 4- and 6-credit questions, if a response shows one conceptual err and one computational, graphing, rounding err, the teacher must award credit that takes into account both errs. Refer to the rubric f specific scing guidelines. Algebra II Rating Guide Jan. 18 [3]

4 Part II F each question, use the specific criteria to award a maximum of 2 credits. Unless otherwise specified, mathematically crect alternative solutions should be awarded appropriate credit. (25) [2] The err is identified and 10 10i an equivalent expression is written. [1] One computational err is made. [1] One conceptual err is made. [1] Either the err is identified 10 10i is written. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (26) [2] D 1.223(2.652) A equivalent. [1] One computational rounding err is made. [1] One conceptual err is made. [1] The expression 1.223(2.652) A equivalent is written. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Algebra II Rating Guide Jan. 18 [4]

5 (27) [2] t b, 3.4, and crect wk is shown. [1] Appropriate wk is shown, but one computational rounding err is made. [1] Appropriate wk is shown, but one conceptual err is made. [1] is written, but no further crect wk is shown. t b [1] 3.4, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (28) [2] (x 2 y)(3x 1) and crect wk is shown. [1] Appropriate wk is shown, but one computational facting err is made. [1] Appropriate wk is shown, but one conceptual err is made. [1] (x 2 y)(3x 1), but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (29) [2] 20.3, and crect wk is shown. [1] Appropriate wk is shown, but one computational err is made. [1] Appropriate wk is shown, but one conceptual err is made. [1] 20.3, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Algebra II Rating Guide Jan. 18 [5]

6 (30) [2] q, and a crect justification is given. [1] Appropriate wk is shown, but one computational err is made. [1] Appropriate wk is shown, but one conceptual err is made. [1] q, but an increct justification is given. [0] q, but no justification is given. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (31) [2] A crect sketch is drawn of a polynomial that has all four zeros represented. [1] Appropriate wk is shown, but one graphing err is made. [1] Appropriate wk is shown, but one conceptual err is made. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (32) [2] A crect explanation is written. [1] Appropriate wk is shown, but one computational err is made. [1] Appropriate wk is shown, but one conceptual err is made. [1] An incomplete explanation is written. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Algebra II Rating Guide Jan. 18 [6]

7 Part III F each question, use the specific criteria to award a maximum of 4 credits. Unless otherwise specified, mathematically crect alternative solutions should be awarded appropriate credit. (33) [4] 2x 3 3x 2 6x 7, and crect wk is shown. [3] Appropriate wk is shown, but one computational simplification err is made. [3] f(x) g(x) 2x 3 x 2 4x 3 and f(x) g(x) 2x 2 2x 4 are found, but no further crect wk is shown. [2] Appropriate wk is shown, but two me computational simplification errs are made. [2] Appropriate wk is shown, but one conceptual err is made. [2] Appropriate wk is shown to find either f(x) g(x) 2x 3 x 2 4x 3 f(x) g(x) 2x 2 2x 4, but no further crect wk is shown. [1] Appropriate wk is shown, but one conceptual err and one computational simplification err are made. [1] 2x 3 3x 2 6x 7, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Algebra II Rating Guide Jan. 18 [7]

8 (34) [4] 31 and crect wk is shown, no, and a crect reason, such as the 459 P(Jr) P (favite subject is Math) does not equal P (juni and favite subject is Math), is written. [3] Appropriate wk is shown, but one computational err is made. [3] Appropriate wk is shown, but the explanation is incomplete. [3] Appropriate wk is shown, but the answer is expressed as a decimal. [2] Appropriate wk is shown, but two me computational errs are made. [2] Appropriate wk is shown, but one conceptual err is made. [2] Appropriate wk is shown to find 31, but no further crect wk is shown. 459 [1] Appropriate wk is shown, but one conceptual err and one computational err are made. 31 [1], but no wk is shown. 459 [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Algebra II Rating Guide Jan. 18 [8]

9 (35) [4] A crect interval is stated such as (123,155), no and a crect explanation is written. [3] Appropriate wk is shown, but one computational rounding err is made. [3] Appropriate wk is shown, but the explanation is incomplete increct. [2] Appropriate wk is shown, but two me computational rounding errs are made. [2] Appropriate wk is shown, but one conceptual err is made. [2] (123, 155), but no further crect wk is shown. [1] Appropriate wk is shown, but one conceptual err and one computational rounding err are made. [0] No, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Algebra II Rating Guide Jan. 18 [9]

10 (36) [4] f(x) x 2 (x 4)(x 3) equivalent, and g(x) (x 2) 2 (x 6)(x 1) is written. [3] One computational notation err is made. [3] f(x) x 2 (x 4)(x 3) is written, but no further crect wk is shown. [2] Two me computational errs are made. [2] One conceptual err is made. [1] One conceptual err and one computational err are made. [1] g(x) (x 2) 2 (x 6)(x 1) is written, but no further crect wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. Algebra II Rating Guide Jan. 18 [10]

11 (37) [6] A crect graph is drawn, 2 and a crect explanation is written, and high 3 and a crect explanation is written. [5] Appropriate wk is shown, but one computational graphing err is made. [4] Appropriate wk is shown, but one conceptual err is made. [4] Appropriate wk is shown, but two me computational errs are made. [3] Appropriate wk is shown, but one conceptual err and one computational graphing err are made. [2] Appropriate wk is shown, but one conceptual err and two me computational graphing errs are made. [2] Appropriate wk is shown, but two conceptual errs are made. [2] A crect graph is drawn, but no further crect wk is shown. [2] 2 and a crect explanation is written, but no further crect wk is shown. 3 [2] High and a crect explanation is written, but no further crect wk is shown. [1] Appropriate wk is shown, but two conceptual errs and one computational graphing err are made. 2 [1] 3, but no further crect wk is shown. [1] High, but the explanation is incomplete. [0] High, but no wk is shown. Part IV F each question, use the specific criteria to award a maximum of 6 credits. Unless otherwise specified, mathematically crect alternative solutions should be awarded appropriate credit. Algebra II Rating Guide Jan. 18 [11] [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure.

12 Map to the Learning Standards Algebra II January 2018 Question Type Credits Cluster 1 Multiple Choice 2 S-IC.A 2 Multiple Choice 2 A-REI.A 3 Multiple Choice 2 A-REI.C 4 Multiple Choice 2 N-Q.A 5 Multiple Choice 2 F-LE.B 6 Multiple Choice 2 A-APR.C 7 Multiple Choice 2 S-ID.A 8 Multiple Choice 2 A-SSE.B 9 Multiple Choice 2 A-APR.D 10 Multiple Choice 2 A-CED.A 11 Multiple Choice 2 N-RN.A 12 Multiple Choice 2 A-REI. A 13 Multiple Choice 2 F-LE.A 14 Multiple Choice 2 A-REI.D 15 Multiple Choice 2 F-TF.A 16 Multiple Choice 2 G-GPE.A 17 Multiple Choice 2 F-IF.B 18 Multiple Choice 2 A-SSE.A 19 Multiple Choice 2 A-APR.B 20 Multiple Choice 2 S-IC.A Algebra II Rating Guide Jan. 18 [12]

13 21 Multiple Choice 2 F-BF.B 22 Multiple Choice 2 A-SSE.B 23 Multiple Choice 2 F-IF.C 24 Multiple Choice 2 F-BF.A N-CN.A 2 S-ID.B 2 A-CED.A 2 A-SSE.A 2 A-REI.D 2 F-IF.C 2 F-IF.C 2 N-RN.A 4 F-BF.A 4 S-CP.A 4 S-IC.B 4 A-APR.B 6 F-IF.B Algebra II Rating Guide Jan. 18 [13]

14 Regents Examination in Algebra II January 2018 Chart f Converting Total Test Raw Sces to Final Examination Sces (Scale Sces) The Chart f Determining the Final Examination Sce f the January 2018 Regents Examination in Algebra II will be posted on the Department s web site at: by Wednesday, January 24, Conversion charts provided f previous administrations of the Regents Examination in Algebra II must NOT be used to determine students final sces f this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an imptant contribution to the test development process. The Department provides an online evaluation fm f State assessments. It contains spaces f teachers to respond to several specific questions and to make suggestions. Instructions f completing the evaluation fm are as follows: 1. Go to 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed fm. Algebra II Rating Guide Jan. 18 [14]

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. Friday, June 16, :15 to 4:15 p.m.

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. Friday, June 16, :15 to 4:15 p.m. FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION ALGEBRA II (Common Ce) Friday, June 16, 2017 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating