Besides the lack of mathematical validity and the unclear intent of the question’s assessment goal, the way the question is framed doesn’t lend itself to consistent grading by the teachers who are grading it all over the state. The rubric is modeling credit for responses that are not correct, but does not present examples of good mathematical thinking. That means almost certainly students who were using good geometry logic and made accurate statements were getting penalized for it. Ugh.

]]>As I’ve been looking more at the exemplar student work, I’ve noticed this validation of bogus arguments with much more frequency. Though, from start to finish, this is still the worst Regents question I’ve encountered: http://mrhonner.com/archives/5695.

]]>And I have to say: this is one of the worst examples that I can remember in the whole series. Other questions you showed have been poorly written, or focused on strange topics or pointless vocabulary words. But (as you already point out) this one honestly shows a complete lack of understanding of *what a mathematical explanation actually is*.

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