Mathematics Semester Exam Stakeholder Feedback
Stakeholder
Issue
• Many students do not put effort into exams because they already have grades to pass.
• They may have DD, or CC. They know that the exam will not make a difference, so they
don’t try. Teachers in this case have many blank problems on exams.
Unprepared for course
• Others are enrolled in classes for which they are not prepared—in the rush for
acceleration and to get credit for certain classes on their transcripts.
• When students take courses for which they are not prepared, they are going to do poorly.
• There are many students who work very hard to pass a class that is almost a “stretch” for
them. (Years ago they would not have taken this class.)
• Course is next in the math sequence – Pre-Calculus after Algebra 2, although they don’t
have adequate preparation to be successful.
• Schools want to have good data, e.g., high numbers enrolled in higher-level courses.
• Perception that it “looks good on transcript.”
• Knowing exams and curriculum, [we] do NOT think it is an alignment issue.
• Exams are not that difficult. Wonder how students are getting such good grades in the
course. Is it grade inflation?
• Exams cannot go home. Students, parents, and tutors are not allowed to review exams.
• Students not used to 2-hour exams. Multiple choice not best assessments to demonstrate
achievement. Replace semester exam with 2 nine-week exams.
• Belief that all students should have the same math education.
• In an effort to place many students in Honors, the Honors course is no longer substantially
different from regular course.
• Algebra 1 course was much more difficult 30 to 40 years ago.
• Current Algebra 1 does not include algebraic manipulation. Students who pass current
Algebra 1 are not prepared for Algebra 2.
• Middle school students are promoted to next grade regardless of performance.
• Students not required to pass final exam, or to get a minimum grade to take the next
course in a sequence.
• Students game the system and rely on 50% for relatively no effort.
• If student can be reassessed, why study the first time?
• Elimination of loss of credit tied to attendance has had an impact on student achievement.
• Principals told to have 80% of students in Algebra by Grade 8.
• One of the Seven Keys.
• 50% grading practice.
Via Board Member
Enhancing school data
Looks good on transcript
Alignment
Grade Inflation
Parent
Resource Counselor
Security of exam
Length and format of exam
Acceleration
Honors curriculum and placement
Dumbing down the curriculum
Aligning course to standardized tests
Teacher
Central Office
Administrator
Comment
Students know the exam won’t
change their grade
Social promotion
Grading policy–can pass with a DDE
Grading policy–50%
Grading policy–Reassessment
Attendance
Perceived push for acceleration
Standards-based grading
Math Exam Work Group Mtg. # 1 – 07-25-13
Mathematics Semester Exam Stakeholder Feedback
Stakeholder
Students≈600
Issue
How long did you study?
How did you study?
How much of the curriculum did
your teacher cover?
How much of the material on the
exam did your teacher cover?
How well did your teacher prepare
you during prep week?
How did the final compare to unit
assessments?
How hard did you study?
Math Exam Work Group Mtg. # 1 – 07-25-13
Comment
≤ 1=314
2–4=159
≥5=66
Review packet=477; Notes=304; Textbook=72;
All or Most=551; Some or Hardly Any=37
Online Resources= 91
All or Most= 504; Some or Hardly Any=54
Well=400; Somewhat=167; Not at All=15
Easier=91; Same=269; Harder=229
Studies hard, likes math= 70; Studies hard, affects grade=269, Didn’t study hard didn’t care
about grade=53; Didn’t study hard, knew wasn’t going to do well=120; Didn’t study hard,
studied harder for another class=75