EIGHTH GRADE TRAINING GUIDE

1994-1995 Open-Ended Testing

Grade 8 Form J

ORGANIZING

You have been given the opportunity to develop the schedule of class periods for Newfound High School. You need to keep the following requirements in mind as you prepare the schedule: Prepare a schedule of times for the school day that meets all requirements listed above.

SCORING RUBRIC

0  Answer is unresponsive, unrelated or inappropriate. Answer contains nothing correct.
1  Anser contains a schedule which meets at least one of the requirements.
2  Answer contains a schedule which addresses all four requirements but may contain a major error in one requirement and minor errors in another requirement, or, a schedule which addresses three of the requirements but may have a minor error in one requirement.
3  Answer contains a schedule which meets all four requirements but contains a minor error in one of the requirements.
4  Answer contains a schedule which correctly and completely meets all four requirements.

SCORE DISTRIBUTION

NOTE: C/F = Cumulative Frequency; C/P = Cumulative Percent
 
Frequency Percent C/F C/P
7,062 29.0 7,062 29.0
6,137 25.2 13,199 54.1
3,328 13.6 16,527 67.8
3,035 12.4 19,562 80.2
4,830 19.8 24,392 100.0

SCORE DISTRIBUTION BY ACHIEVEMENT LEVEL

NOTE: FCP = Frequency Column Percent
 
FCP Level I Level II Level III Level IV
0 1,769 (57.2)) 2,740 (39.5) 2,043 (21.3) 448 (9.6)
1 876 (28.3) 2,283 (32.9) 2,391 (24.9) 564 (12.1)
2 235 (7.6) 927 (13.4) 1,601 (16.7) 555 (11.9)
3 113 (3.7) 539 (7.8) 1,498 (15.6) 882 (18.9)
4 98 (3.2) 450 (6.5) 2,051 (21.4) 2,220 (47.5)
TOTAL 3,091 6,939 9,584 4,669

STUDENT RESPONSES

QUESTION

You have been given the opportunity to develop the schedule of class periods for Newfound High School. You need to keep the following requirements in mind as you prepare the schedule:/P> Prepare a schedule of times for the school day that meets all requirements listed above.

STUDENT RESPONSE NUMBER ONE

Homeroom Period Channel one
1st Period Mrs. Bethel or Mrs. Brown Learning about Sewing or Spanish
2nd Period Mr. Barger Language & Literature
3rd Period Mr. Barker Math
4th Period Mrs. Martin Social Studies
5th Period Lunch Eat
6th Period P.E. Play
7th Period Martin-love Science

RUBRIC SCORING

0 -- Answer contains nothing correct.

STUDENT RESPONSE NUMBER TWO

8:00 we will go to homeroom

8:30 go to first period

9:00 go to second period

9:55 go to third period

10:45 go to fourth period

11:35 go to fifth period

12:36 go to sixth period

1:15 go to lunch

1:45 go to seventh period

3:00 get out of school

RUBRIC SCORING

1 -- Answer contains something correct.

STUDENT RESPONSE NUMBER THREE

8:00 -- 1st Period -- Math

9-9:05 -- Class Change

9:05 -- 2nd Period -- Social Studies

10-10:05 -- Class Change

10:05 -- 3rd Period -- Science

11-11:05 -- Class Change

11:05 -- 4th Period -- P.E.

12-12:05 -- Class Change

12:05 -- 5th Period -- Lunch

1-1:05 -- Class Change

1:05 -- Elective Class

2-2:05 -- Class Change

2:05 -- 6th Period -- English

RUBRIC SCORING

2 -- Answer contains a schedule addressing three requirements but contains a minor error.

STUDENT RESPONSE NUMBER FOUR

8:00 - 8:55 - Keyboarding

9:00 - 9:55 - S. Studies

10:00 - 10:55 - Lunch/A.A.

11:00 - 11:55 - Language Arts

12:00 - 12:55 - Science

1:00 - 1:55 - P.E.

2:00 - 3:00 - Math

RUBRIC SCORING

3 -- Answer contains a schedule meeting all four requirements but has a minor error in one of the requirements.

STUDENT RESPONSE NUMBER FIVE

8:00 AM - 8:55 AM 1st Period
9:00 AM - 9:55 AM 2nd Period
10:00 AM - 10:55 AM 3rd Period
11:00 AM - 12:00 PM Lunch/AA
12:05 PM - 1:00 PM 4th Period
1:05 PM - 2:00 PM 5th Period
2:05 PM - 3:00 PM 6th Period

RUBRIC SCORING

4 -- Answer contains a schedule which correctly and completely meets all four requirements.

APPLYING

Passage Title: The Princess and the Tin Box

2. How does the author add suspense to the story? Refer to the story.

SCORING RUBRIC

0  Answer is unresponsive, unrelated, or is pure summary
1  Answer attempts to explain how the author ds uspense to the story. (For example, by telling about each prince as he comes to visit, building up to the end when the princess makes her choice among them.) The explanation may be sparse or confusing or may contain some summary.
2  Answer explains how the author adds suspense to the stry. The explanation will reference the story but may be brief or have minor errors.
3  Answer explains how the audthor adds suspense to the story. The explanation will specifically reference the story and will be clear and developed.

SCORE DISTRIBUTION

NOTE: C/F = Cumulative Frequency; C/P = Cumulative Percent
 
Frequency Percent C/F C/P
5,893 25.1 5,893 25.1
11,362 48.4 17,255 73.5
4,843 20.6 22,098 94.1
1,394 5.9 23,492 100.0

SCORE DISTRIBUTION BY ACHIEVEMENT LEVEL

NOTE: FCP = Frequency Column Percent
 
FCP Level I Level II Level III Level IV
0 1,236 (61.9) 2,613 (41.0) 1,738 (17.1) 306 (6.2)
1 659 (33.0) 3,090 (48.5) 5,575 (54.9) 3,038 (41.0)
2 89 (4.5) 595 (9.4) 2,330 (23.0) 1,829 (36.8)
3 12 (.6) 69 (1.1) 511 (5.0) 802 (16.1)
TOTAL 1,996 6,367 10,154 4,975

STUDENT RESPONSES

QUESTION

2. How does the author add suspense to the story? Refer to the story.

STUDENT RESPONSE NUMBER ONE

When the author mentioned the first prince had gotten an enormous apple made of solid gold that he had taken from a dragon.

RUBRIC SCORING

0 -- Answer is unresponsive.

STUDENT RESPONSE NUMBER TWO

The paragraph in which she chooses the prince with the best gift. You dont really know who she is going to choose because you think it is the fifth one.

RUBRIC SCORING

1 -- Answer attempts to explain how the author adds suspense but is sparse.

STUDENT RESPONSE NUMBER THREE

As the princess arrived at the castle, each gift seems me and more wonderful. This builds suspense. Then when the fifth prince comes with his cheap but thoughtful gift you are in even more suspense about who she will choose.

RUBRIC SCORING

2 -- Answer explains how the author adds suspense to the story. The explanation references the story but is brief.

STUDENT RESPONSE NUMBER FOUR

The author adds suspense to the story by making all of the gifts wonderful. The last prince, though, brings a worthless gift, but from certain clues like: "Now the fifth prince was the strongest and hansomest of all five suitors," . . . It creates more suspense leading the reader to have mixed opinions as to which prince she will really marry.

RUBRIC SCORING

3 -- Answer explains how the author adds suspense to the story. The explanation specifically references the story and is clear and developed.

ANALYZING

3. Pappa's Pizza Palace sells one 18-inch diameter pizza for $15.99 or two 9-inch diameter pizzas for the same price. Which should you buy to get the most pizza? Explain how you arrived at your answer.

SCORING RUBRIC

0  Answer is unresponsive, unrelated, or inappropriate. Answer contains nothing correct.
1  Answer contains something correct relatedto thequsion;for example, a strategy of calculating the area of a circle, or a correct pizza area with little or not explanation.
2  Answer deals correctly with most aspects of the question, but something is missing. May deal with all aspects but have minor errors.
3  Answer is complete and correct. The 18" pizza is chosen, based upon a strategy of calculating areas of the pizzas.

SCORE DISTRIBUTION BY ACHIEVEMENT LEVEL

NOTE: FCP = Frequency Column Percent
 
FCP Level I Level II Level III Level IV
0 1,928 (94.8) 6,392 (95.0) 9,212 (92.0) 4,752 (67.3) 22,284 (86.3)
1 105 (5.2) 308 (4.6) 547 (5.5) 681 (9.6) 1,641 (6.4)
2 1 (0.0) 23 (0.3) 124 (1.2) 441 (6.2) 589 (2.3)
3 0 (0.0) 3 (0.0) 135 (1.3) 1,184 (16.8) 1,322 (5.1)

STUDENT RESPONSES

QUESTION

3. Pappa's Pizza Palace sells one 18-inch diameter pizza for $15.99 or two 9-inch diameter pizzas for the same price. Which should you buy to get the most pizza? Explain how you arrived at your answer.

STUDENT RESPONSE NUMBER ONE

It would not matter which pizza you got because 1 18 inch pizza and 2 9 inch pizza's are the same amount of pizza just one of them is cut in two.

RUBRIC SCORING

0 -- Answer contains nothing correct. The strategy used is one of comparing diameters.

STUDENT RESPONSE NUMBER TWO

You could by either pizza and get the same amount of pizza for the same price. You multiply eighteen by PI (3.14) and get 56.52. Then you multiply nine by PI (3.14) and get 28.26, then you add 28.26 to 28.26 and come up with 56.52.

RUBRIC SCORING

0 -- Answer contains nothing correct. The strategy used is one comparing circumferences.

STUDENT RESPONSE NUMBER THREE

The 18" pizza, because you get a greater area of pizza for the same price as a 9" pizza.

RUBRIC SCORING

1 -- Answer contains the strategy of calculating areas of circles. However, the formula being used is not specified and the values put into the formula are those of the diameter, not the radius. Both of the calculated areas are incorrect.

STUDENT RESPONSE NUMBER FOUR

You would buy the 18 inch because the 18 inch has a bigger radius and when used in the formula  the 18 inch was bigger than the 9 inch aby alot. so the better deal is the 18 inch pizza for $15.99.

RUBRIC SCORING

1 -- Answer contains something correct. The strategy used is that of calculating areas of a circle. However, the explanation is extremely incomplete.

STUDENT RESPONSE NUMBER FIVE

RUBRIC SCORING

2 -- Both areas have been computed correctly and the student has correctly selected the one 18-inch diameter pizza. However, an error is present in specifying units of area.

STUDENT RESPONSE NUMBER SIX

18-inch for $15.99 is the better buy.

RUBRIC SCORING

2 -- Answer contains the strategy of calculating areas of circles. The 18 inch pizza is correctly calculated, while the 9 inch calculation is correctly set up but not carried out correctly.

STUDENT RESPONSE NUMBER SEVEN

One 18-inch diameter pizza because when using the formula for the area of a circle (piza), the area number is higher.

RUBRIC SCORING

3 -- Answer and explanation are complete and correct.

GENERATING

1. John was talking to Mary about exponents. John asked, "If the base is doubled, but the exponent remains the same, what is the outcome?"

In order to find an answer for John, give at least 3 examples to find out what happens when the base is doubled, but the exponent remains the same.
BASE  EXPONENT  OUTCOME 

Now explain what you have found in examining these examples and why you think this occurred.

SCORING RUBRIC

0  Answer is unresponsive, unrelated, or inappropriate. Answer contains nothing correct.
1  Answer contains something clearly correct and rlvn For instance, the examples contain some clear evidence of the ability to raise a base by an exponent, or the explanation is partially correct.
2  A significant portion of the answer is correct. For instance, all examples may be correct; OR, nearly all examples may be correct with a partially correct explanation.
3  The examples and the explanation are complete and correct, including a correct response to "why this occurred."

SCORE DISTRIBUTION BY ACHIEVEMENT LEVEL

NOTE: FCP = Frequency Column Percent
 
FCP Level I Level II Level III Level IV Total
0 1,864 (91.6) 5,594 (83.2) 5,929 (59.2) 2,256 (32.0) 15,643 (60.5)
1 147 (7.2) 931 (13.8) 2,573 (25.7) 1785 (25.3) 5,436 (21.0)
2 22 (1.1) 193 (2.9) 1,346 (13.4) 2,294 (32.5) 3,855 (14.9)
3 1 (0.0) 8 (0.1) 170 (1.7) 723 (10.2) 902 (3.5)

STUDENT RESPONSES

QUESTION

1. John was talking to Mary about exponents. John asked, "If the base is doubled, but the exponent remains the same, what is the outcome?"

In order to find an answer for John, give at least 3 examples to find out what happens when the base is doubled, but the exponent remains the same.
BASE  EXPONENT  OUTCOME 

Now explain what you have found in examining these examples and why you think this occurred.

STUDENT RESPONSE NUMBER ONE

BASE EXPONENT OUTCOME
3 2 36
4 2 62
2

Now explain what you have found in examining these examples, and why you think this occurred.

They all came to be the same as if I would have not doubled the base, but when I got my answer I could times it by it's self to get my outcome.

RUBRIC SCORING

0 -- The examples are incorrect, and the explanation is unclear and/or incorrect.

STUDENT RESPONSE NUMBER TWO

BASE EXPONENT OUTCOME
2 2 4
4 2 8
8 2 16

Now explain what you have found in examining these examples, and why you think this occurred.

The out come doubles each time

RUBRIC SCORING

0 -- There is no clear evidence of ability to raise a base by an exponent. The strategy used is one of multiplying by 2, which is incorrect.

STUDENT RESPONSE THREE

BASE EXPONENT OUTCOME
2 2 4
4 2 16
8 2 32

Now explain what you have found in examining these examples, and why you think this occurred.

If the base is doubled and the exponent stay the same it will doulbled or tripple the number it depense on the exponent.

RUBRIC SCORING

1 -- Two of 3 examples are correct. The explanation is unclear and/or incorrect.

STUDENT RESPONSE FOUR

BASE EXPONENT OUTCOME
2 2 4
4 2 16
6 2 36

Now explain what you have found in examining these examples, and why you think this occurred.

The outcome increases.

RUBRIC SCORING

1 -- 2 squared, 4 squared, and 6 squared are correct. However, the examples do not follow the directions to double the base (6 is not a correct base to use.).

STUDENT RESPONSE FIVE

BASE EXPONENT OUTCOME
2 - 4 2 16
3 - 6 2 36
1 - 2 3 8

Now explain what you have found in examining these examples, and why you think this occurred.

When the base is doubled, the outcome is an entirely different answer. The answer is much larger since the base is larger.

RUBRIC SCORING

1 -- The examples are correct but incomplete. When done this way, answer needs to show 2 squared as well as 4 squared, 3 squared as well as 6 squared, 1 cubed as well as two cubed.

STUDENT RESPONSE SIX

BASE EXPONENT OUTCOME
2 2 4
4 2 16
8 2 64

Now explain what you have found in examining these examples, and why you think this occurred.

The answer is the square of the previous answer.

RUBRIC SCORING

2 -- All examples are correct. The explanation is incorrect.

STUDENT RESPONSE SEVEN

BASE EXPONENT OUTCOME
2 2 4
4 2 8
3 2 9
6 2 36
5 2 25
10 2 100

Now explain what you have found in examining these examples, and why you think this occurred.

everything is 1/4 of each other. like 25 is 1/4 of 100.

RUBRIC SCORING

2 -- In the examples, 4 squared does not equal 8. Otherwise, the examples are correct. The explanation is partially correct but incomplete and partially unclear.

STUDENT RESPONSE EIGHT

BASE EXPONENT OUTCOME
5 2 25
10 2 100
20 2 400

Now explain what you have found in examining these examples, and why you think this occurred.

The outcome of the first one would divide into the second one four time and so would the second into the third.

RUBRIC SCORING

2 -- The examples are correct. The explanation is nearly correct, but does not address the question of "why this occurred."

STUDENT RESPONSE NINE

BASE EXPONENT OUTCOME
4 2 16
8 2 64
16 2 256

Now explain what you have found in examining these examples, and why you think this occurred.

The new outcome is four times as much as the last one. 4 X 16 = 64 and 4 X 64 = 256. The new base is 2 times greater than the one before and when you raise 2 to the second power you get 4, so each new outcome is 4 times as much as the one before it.

RUBRIC SCORING

3 -- The examples and explanation are complete and correct.

STUDENT RESPONSE TEN

BASE EXPONENT OUTCOME
2 3 8
4 3 64
8 3 512

Now explain what you have found in examining these examples, and why you think this occurred.

When you double the base and keep the exponent the same the new outcome is 8 times greater than the one before.

The new base is 2 times greater than the previous one, then you raise 2 to the exponent 3 to see how much larger the new outcome will be.

RUBRIC SCORING

3 -- The examples and explanation are complete and correct.

INTEGRATING

4. Using the information provided on the map below, describe the location of one of the four cities shown in relation to other features on the map.

SCORING RUBRIC

0  Answer is unresponsive, unrelated, or inappropriate.
1  Answer describes the location of one of the four North Carolina cities relative to at least one other feature on the map (cities, rivers, mountains, state borders, Atlantic Ocean). The relative location of the chosen city is described using terms such as right, left, up, down, may or may not be mixed with cardinal directions, and is sparse, vague, or confusing.
2  Answer describes the location of one of the four North Carolina cities relative to other features on the map (cities, rivers, mountains, state borders, Atlantic Ocean). The relative location of the chosen city is described using cardinal directions ans some mileages but contains minor errors or is too brief for a higher score.
3  Answer describes the location of one of the four North Carolina cities relative to other features on the map (cities, rivers, mountains, state borders, Atlantic Ocean). The relative location of the chosen city is described using cardinal and intermediate directions and mileages and is clear, correct, and developed.

STUDENT RESPONSES

QUESTION

4. Using the information provided on the map below, describe the location of one of the four cities shown in relation to other features on the map.

STUDENT RESPONSE ONE

Wilmington is in N.C. and that was a special place back then for the Black, Whites and specialy for the Indians. They hide stuff.

RUBRIC SCORING

0 -- Answer is inappropriate.

STUDENT RESPONSE TWO

Raleigh is south of the Neuse R and North of the cape Fear R and east of the mountains

RUBRIC SCORING

1 -- Answer selects the city of Raleigh and describes its location in relation to other features on the map. The description provided ("south of the Neuse R and North of the cape Fear R . . .") is too sparse for a higher score.

STUDENT RESPONSE THREE

Asheville is in western North Carolina. There are mountains to the west and north of Asheville. It is located very close to the French Broad River. It is about 110 miles north and a little west of Charlotte. Asheville is also west of Raleigh.

RUBRIC SCORING

2 -- Answer selects the city of Asheville and describes its location in relation to other features on the map. The description provided (". . . mountains to the west and north . . . about 110 miles north and a little west of Charlotte.") lacks the development necessary for a higher score.

STUDENT RESPONSE FOUR

Raleigh, the state capital, is the city that is nearest to the center of the state. It is south of the Neuse River and Northeast of the Cape Fear River. It is about 90 miles south of the Virginia, N.C. border. And about 130 miles north of the S.C., N.C. border. It is about 125 miles northwest of Wilmington, about 140 miles northeast of Charlotte and about 245 miles east of Asheville.

RUBRIC SCORING

3 -- Answer selects the city of Raleigh and describes its location in relation to other features on the map. The description provided contains specific details (" . . . about 90 miles south of the Virginia, N.C. border . . . about 130 miles north of the S.C., N.C. border.") is clear and developed.

EVALUATING

8. Imagine that there is a proposal to drain many of the wetlands along the coast of north Carolina. A public hearing will be held regarding this proposal before any action is taken. As a citizen, you want to make a statement at the hearing.

What statement would you make? Defend your position.

SCORING RUBRIC

0  Answer is unresponsive, unrelated, or inappropriate.
1  Answer states and attempts to defendapostion cornnaproosal to drain many of the wetlands along the coast of North Carolina. The defense of the position taken is sparse or confusing. (The defense of the position taken must include issues relevant to the controversy over wetlands preservation, for example, "loss of plant and animal species (ie: shellfish breeding grounds) vs. self-interests of land developers, etc.").
2  Answer states and defends a position concerning a proposal to drain many of the wetlands along the coast of North Carolina. The defense of the position taken may be brief or have minor errors.
3  Answer states and defends a position concerning a proposal to drain many of the wetlands along the coast of North Carolina. The defense of the position taken is clear and developed.

SCORE DISTRIBUTION

NOTE: C/F = Cumulative Frequency; C/P = Cumulative Percent
 
Frequency Percent C/F C/P
3,155 13.8 3,155 13.8
10,135 44.4 13,290 58.2
7,870 34.5 21,160 92.7
1,672 7.3 22,832 100

SCORE DISTRIBUTION BY ACHIEVEMENT LEVEL

NOTE: FCP = Frequency Column Percent
 
FCP Level I Level II Level III Level IV
0 882 (45.3) 1,414 (22.6) 701 (7.1) 158 (3.3)
1 831 (42.7) 3,311 (52.8) 4,497 (45.8) 1,496 (31.2)
2 221 (11.4) 1,429 (22.8) 3,966 (40.4) 2,254 (47.0)
3 12 (0.6) 114 (1.8) 655 (6.7) 891 (18.6)
TOTAL 1,946 6,268 9,819 4,799

STUDENT RESPONSES

QUESTION

8. Imagine that there is a proposal to drain many of the wetlands along the coast of north Carolina. A public hearing will be held regarding this proposal before any action is taken. As a citizen, you want to make a statement at the hearing.

What statement would you make? Defend your position.

STUDENT RESPONSE ONE

As a citizen I would go along with the proposal. If many of the wetlands were drained, then more rainforests would be handy in those areas because most of the rainforest are getting destroyed by fires and by people cutting them down. Trees give off oxygen and if all the trees were gone where would all the people on this Earth get oxygen from. Even if scientists made oxygen they would never make enough to save everyone's life. That is my statement about the porposal.

RUBRIC SCORING

0 -- Answer is inappropriate.

STUDENT RESPONSE TWO

The statement that I would make would be, "Think of all the creatures you would be destroying. We are all God's creatures. They have just as much right to live as we do. The creatures have not done anything to you, so why do anything to them. If you could find away to protect all of the creatures, then I don't see any problem with that.

RUBRIC SCORING

1 -- Answer states and attempts to defend a position concerning the proposal. The defense given is sparse.

STUDENT RESPONSE THREE

I would make the statement that I don't agree with the proposal to drain many of the wetlands along the coast of North Carolina because you would be destroying millions of places that animals or fish may live or get food from. Some people may also go to the wetlands on vacation or maybe even live there and enjoy the scene of the wetlands. In my opinion I do not think it would be right to drain many wetlands along the coast of North Carolina.

RUBRIC SCORING

2 -- Answer states and defends a position regarding the draining of the wetlands along the coast of North Carolina; however, the defense is too brief to warrant a higher score.

STUDENT RESPONSE FOUR

Draining the wetlands along our coast would be a terrible decision you would regret for many years to come. Wetlands give homes to many forms of wildlife, including birds, alligators, and many other species. Some of these animals can only survive in the wetlands because a certain type of food they eat is there, or other things they need to survive are located only there. Without the proper essentials needed to survive, certain animals could die, and that could set our ecosystem off balance. There are many other places you could put buildings, etc. Please reconsider this proposal, or you will regret it now, and in the years to come.

RUBRIC SCORING

3 -- Answer states and defends a position concerning the proposal. The defense of the position taken is clear and developed.

EVALUATING

7. During a study by the local university, a researcher asked a large number os students two questions:
  1. "What was your grade on your last math exam?" and
  2. "How many hours per night (to the nearest half hour) do you usually spend on math homework?"
The researcher then sorted students into groups according to how much time they spent on homework. Finally, the researcher computed an average math grade for each of these groups and plotted the averages on the graph below.

Give some reasons why the graph above has the shape it does.

SCORING RUBRIC

0  Answer is unresponsive, unrelated, or inappropriate. Answer contains nothing correct.
1  Answer provides a literal interpretation of the graph which may have some merit, but fails to address the relationship between the time spent studying and the grade earned.
2  Answer addresses the relationship between the time spent studying and the grade earned but fails to address the "decreasing" part of the graph or the explanation may contain an error.
3  Answer addresses the relationship between the time spent studying and the grade earned. Answer must also address why the graph decreases to the right of the maximum value.

SCORE DISTRIBUTION

NOTE: C/F = Cumulative Frequency; C/P = Cumulative Percent
 
Frequency Percent C/F C/P
8,385 34.4 8,385 34.4
6,611 27.1 14,996 61.5
7,211 29.6 22,207 91.0
2,185 9.0 24,392 100.0

SCORE DISTRIBUTION BY ACHIEVEMENT LEVEL

NOTE: FCP = Frequency Column Percent
 
FCP Level I Level II Level III Level IV
0 1769 (57.2) 3,225 (46.5) 2,833 (29.6) 495 (10.6)
1 980 (31.7) 2,442 (35.2) 2,582 (26.9) 583 (12.5)
2 303 (9.8) 1,139 (16.4)) 3,497 (36.5) 2,259 (48.4)
3 39 (1.3) 133 (1.9) 672 (7.0) 1,332 (28.5)
TOTAL 3,091 6,939 9,584 4,669

STUDENT RESPONSES

QUESTION

7. During a study by the local university, a researcher asked a large number os students two questions:
  1. "What was your grade on your last math exam?" and
  2. "How many hours per night (to the nearest half hour) do you usually spend on math homework?"
The researcher then sorted students into groups according to how much time they spent on homework. Finally, the researcher computed an average math grade for each of these groups and plotted the averages on the graph below.

Give some reasons why the graph above has the shape it does.

STUDENT RESPONSE ONE

Some groups had lower scores then some of the other groups.

RUBRIC SCORING

0 -- Answer is inappropriate.

STUDENT RESPONSE TWO

The grades were low got better then went back down

RUBRIC SCORING

1 -- Answer provides a literal interpretation of the graph but does not address the relationship between the time spent studying and the grade earned.

STUDENT RESPONSE THREE

The less time spent on homework, the lower grade you will have. The more time spent on homework the better grade you will have.

RUBRIC SCORING

2 -- Answer addresses the relationship between the time spent studying and the grade earned but does not address the "decreasing" of the graph.

STUDENT RESPONSE FOUR

The graph is that shape because the longer you study more than likely the better grade you get. At the end, the shape does begin to go downward. Maybe those people did too much studying and it all got mixed up in their head.

RUBRIC SCORING

3 -- Answer addresses the relationship between the time spent studying and the grade earned. The answer also addresses why the graph decreases to the right of the maximum value ("Maybe those people did too much studying and it all got mixed up in their head.").