Response the following table provides the topic

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: ossible score, and mean score for each written-response question. Question Number 1. 2. 3. 4. Topic / Maximum Cognitive Possible Level Score 2CU 4.0 2FU 4.0 2DU 4.0 3EU 4.0 Mean Score Question Number 2.86 2.89 3.16 3.16 5. 6. 7. 8. Topic / Maximum Cognitive Possible Level Score 3GU 4.0 3HH 4.0 1AU 4.0 3HH 5.0 Mean Score 3.30 2.14 2.54 2.90 * For Topic, 1 refers to Problem Solving (A referring to Problem Set and Cross-Topic Problems), 2 refers to Patterns and Relations (B referring to Sequences and Series, C referring to Polynomials, D referring to Logarithms and Exponents, E referring to Quadratic Relations, F referring to Quadratic Systems), and 3 refers to Shape and Space (G referring to Trigonometry, H referring to Geometry). * For Cognitive Level, K refers to knowledge, U refers to understanding and application, and H refers to higher mental processes. Principles of Mathematics 12 Examination -2- April 2001 Report to Schools Raw Score Summary Maximum Possible Raw Score Maximum Achieved Score Mean Raw Score Standard Deviation Multiple Choice 66.0 Written Response 34.0 Total Exam 100.0 66.0 48.3 10.83 34.0 22.4 8.20 100.0 71.1 18.06 Comments from the Markers Below are topic areas and skills in which students seemed to be well-prepared (strengths) and those in which students need improvement (weaknesses) according to the examination markers. Question 1. Areas of Strength This was a well done question. Students could find the zeros of a function using the calculate menu on their graphers. Windows were adjusted properly to show the minimum point. Areas of Weakness Some students gave only the zeros and not the inequality regions. There were many inequalities that were expressed incorrectly. (reversed signs, no equal signs, combining the separate regions into a single compound statement, etc.). Students entering separate functions often did not show the intersection points in their sketches. Some answers were expressed as ordered pairs. Other errors included extra information in the answer box, and there were some sign errors when equating the function to zero. 2. This was a well done question. Students correctly set up a linear- quadratic system and solved it by substitution. The squaring of a binomial was well done. 3. This was a well done question. Students demonstrated good knowledge of the growth formula, and used logs effectively to solve the equation. A few students could not derive an equation involving the perimeter of a triangle. x^2 + y^2 = 25 was a common error, and x^2 + x^2 often became x^4 instead of 2x^2. The largest single error was incorrect rounding. Occasionally, the base was given as (1+2) or (1+0.5), and the exponent of t/20 became 20/t. Principles of Mathematics 12 Examination -3- April 2001 Report to Schools 4. Students recognized that the locus was a parabola. There was good use of the distance formula although markers did report a variety of successful methods. As in question #2, the squaring of a binomial was well done. Ther...
View Full Document

This note was uploaded on 09/30/2013 for the course MATH Principles taught by Professor Ms.boersma during the Fall '07 term at Canadian Hs.

Ask a homework question - tutors are online