| Public Release Item Scoring Information |
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Goal 2 Geometry, Measurement, And Reasoning |
Expectation 2.1 The student will represent and analyze two- and three-dimensional figures using tools and technology when appropriate. |
Indicator 2.1.3 The student will use transformations to move figures, create designs, and/or demonstrate geometric properties. |
Assessment Limits:
- Transformations include reflections, rotations, translations, and dilations.
- Items should go beyond the identification of transformations.
- Essential properties and relationships include the following: congruence, similarity, and symmetry.
- The student's explanation of a transformation must include the following:
- translation – distance and direction
- reflection – line of reflection
- rotation – center of rotation, angle measure, direction (clockwise or counterclockwise)
- dilation – center and scale factor
- Paper folding and the use of MirasTM and mirrors are appropriate methods for performing transformations, and their use must be referenced.
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Brief Constructed Response (BCR) Item - Released in 2004 |
Look at figure ABCDE below.
Complete the following on a piece of paper and/or in the answer box below:
- Draw the reflection of figure ABCDE over line m. Label the corresponding
vertices A'B'C'D'E'.
- What is the relationship between
 ABC and A'B'C'? Use mathematics to
justify your answer.
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The following 3 Sample Student Responses represent a range of score points.
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| Sample Student Response #1 |
Score for Sample Student Response #1:
Rubric Score 2
Annotation: This response demonstrates a conceptual understanding and analysis of the problem. The representation has errors. Points B', C', and D' are incorrectly located, but the reflected figure closely resembles the original shape. The student provides the correct relationship between the angles (ABC  A'B'C'). No justification is provided.
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| Sample Student Response #2 |
Score for Sample Student Response #2:
Rubric Score 1
Annotation: This response demonstrates a minimal understanding and analysis of the problem. While the representation contains two errors, points C' and D' are incorrectly located, the reflected figure does closely resemble the original shape. The student provides an unrequired explanation for how the figure was constructed. However, neither the relationship between the angles nor the justification is given. Compare to Anchor Paper #2.
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| Sample Student Response #3 |
Score for Sample Student Response #3:
Rubric Score 3
Annotation: This response demonstrates a complete understanding and analysis of the problem. The representation is essentially correct. There is a minor error in the placement of D'. The correct relationship between the angles (ABC A'B'C') and a full justification (because a reflection keeps all angles congruent) are provided. Compare to Anchor Paper #7.
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Brief Constructed Response (BCR) Rubric |
| Print: Scoring Rubric (pdf)
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Score 3
The response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The representations are essentially correct. The explanation and/or justification is logically sound, clearly presented, fully developed, supports the solution, and does not contain significant mathematical errors. The response demonstrates a complete understanding and analysis of the problem. |
Score 2
The response indicates application of a reasonable strategy that may be incomplete or undeveloped. It may or may not lead to a correct solution. The representations are fundamentally correct. The explanation and/or justification supports the solution and is plausible, although it may not be well developed or complete. The response demonstrates a conceptual understanding and analysis of the problem. |
Score 1
The response indicates little or no attempt to apply a reasonable strategy or applies an inappropriate strategy. It may or may not have the correct answer. The representations are incomplete or missing. The explanation and/or justification reveals serious flaws in reasoning. The explanation and/or justification may be incomplete or missing. The response demonstrates a minimal understanding and analysis of the problem. |
Score 0
The response is completely incorrect or irrelevant. There may be no response, or the response may state, “I don't know.” |
Explanation refers to the student using the language of mathematics to communicate how the student arrived at the solution.
Justification refers to the student using mathematical principles to support the reasoning used to solve the problem or to demonstrate that the solution is correct. This could include the appropriate definitions, postulates and theorems.
Essentially correct representations may contain a few minor errors such as missing labels, reversed axes, or scales that are not uniform.
Fundamentally correct representations may contain several minor errors such as missing labels, reversed axes, or scales that are not uniform.
Last Revised 8/16/00 |
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