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View Diary: There Is Going To Be A Huge, Huge Drop In Test Scores This Year (101 comments)

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  •  I looked at the 11th grade test (9+ / 0-)

    Who thought up these tests ? What a bunch of devious krap. .  Set up for failure is right . I wouldn't have passed it if I took it after 2 years college.

    •  Huh? What do you mean by devious? (2+ / 0-)
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      Tork, SeekCa

      The only thing I'd change is that on page 10 it's not clear that absolute values are mean, because of poor kerning.  At first I thought the | was an artifact of the PDF or something.

      We complain all the time about tests that only reward rote learning.  This 11th grade math test rewards thinking, and we're still complaining?

      Of course, you've gotta know 11th grade math in order to do well in the test.  But that's the point, isn't it?

      •  I found some of the questions confusing. (5+ / 0-)

        Might be that I 'm not up on the terminology.  But there were a few that seemed designed to overwhelm you with detail.  The wildly gyrating graph, in particular, made me throw up my hands and say, "Forget this!".  It probably wasn't that difficult, but neither was it that interesting to me.

        I just think that every legislator or school board member imposing these tests should have to take them.  And be ejected from their office if they fail.

        I am become Man, the destroyer of worlds

        by tle on Sat Sep 07, 2013 at 08:03:25 AM PDT

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        •  The key to the 'gyrating' graph (1+ / 0-)
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          is to look where the function crosses 0. If it crosses at -2, then (x+2) is a factor. Then, to solve the solution, you have to make sure that everything multiplies up to -42 at x=0, which means that you needed to repeat one of the factors, (x-2) if I remember correctly.

          These were tough questions, but only insofar as they tested a deeper understanding of the math rather than just asking:

          x*3 + 6 = 9, solve for x

          •  My problem with the test is that it only rewards (0+ / 0-)

            the final result, without really rewarding understanding.

            What I mean is this:

            That "gyrating" function question is worth 1 point. Either you get ALL of the terms, and get the point, or you get nothing if you miss anything.

            What I would do is double or even triple the point value of each question, and allow students to EXPLAIN their work for partial credit (somewhere between 1/3 and 2/3).

            We don't want our country back, we want our country FORWARD. --Eclectablog

            by Samer on Sun Sep 08, 2013 at 10:37:40 AM PDT

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