The Spectre Of Cheating In Exams And Collusion With Other Assessment Items

The Spectre Of Cheating In Exams And Collusion With Other Assessment Items
By Richard D Boyce

We all know that cheating and/or collusion between students will always be a concern where exams and other assessments are done. Teachers need to develop a process on how it is to be handled, particularly if there is no school protocol.

Below are actions to consider when cheating is discovered during an examination:

• When you discover cheating during an exam, note the time and place in 'red' ink on the actual exam paper. Separate the individuals involved if possible. Allow them to complete the exam. You must also remove any 'cheat' page used to cheat and include it with the final exam paper when it is collected so this will be used in judging the appropriate penalties.


• Indicate on the front page of the exam what has happened and who else was involved.


• Report the incident to your up-line supervisor and the student's teachers if it is not your student.


• Follow your school's protocol on penalties in the marking of the assessment task. Here your up-line supervisor will be your guide.

When an assessment task is done outside school time, there is opportunity for collusion to take place between students or students can get others, e.g. tutors, to do the task for them. The best ways to detect if this is occurring include:

Mark one section of every student's work at a time. This will make finding the direct copying of others' work easier. Look for common and sometimes unusual errors, diagrams, spelling mistakes and setting out.

After looking at the suspect students' academic records, you may be able to conclude who copied or cheated. Both students need to be interviewed and penalised if both were involved, based on the school protocol. Sometimes a student copies the other's work without their knowledge.

1. Another scenario occurs when a student does exceptional work beyond his/her normal results. This is a cause for concern and needs to be investigated. Your first course of action is to interview the student, asking questions to test the student's knowledge of the topic to see if it reflects the student's results. If it does not, further investigation is necessary to determine if the work is from the student's own efforts. (Sometimes in non-traditional assessment, students do perform at a higher level). If there is a real doubt as to the integrity of the assessment task, ask more direct questions on how it was done, who might have helped and so on. You may get a 'confession'.


2. If you get a 'confession', follow school protocol in relation to marks, redoing the work and so on.


3. If you do not get a 'confession' and you are sure something is amiss, pass the issue on to your supervisor to deal with.


4. Document all your actions in regard to this issue. I would record it in your diary and with your student records (in pencil only so it can be removed if it proves an unwarranted assertion).


5. Mark the assessment task as you would normally and record the results until the issue is resolved one way or the other.

In these days of 'political correctness', you need to be very careful about what you say to students about these issues. Therefore, document what you say and do with the students and their work and keep your supervisor informed of what has transpired. Finally, ensure you follow exactly the school protocol.

The website http://www.realteachingsolutions.com provides an eBook that looks at all aspects of examinations and other types of assessment. The eBook is "The Exam Book". Our author, during the last 16 years of his teaching career was the Head of a Mathematics Department where he was responsible for the assessment program. He offers practical advice that works on aspects as diverse as running a class exam up to how best to mark alternative assessment tasks.

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Assessing Students Becoming Sick During Exams

Assessing Students Becoming Sick During Exams
By Richard D Boyce

There will always be conscientious students who are sick but will come to school to do an examination. Teachers should discourage this practice both to the student and their parents as most, if not all schools, have protocols to overcome initial absences from examinations.

Encourage your students to tell you if they have been or are feeling sick prior to an examination. Then, with them, you can make a decision as to whether they will attempt it or not.

If the worst does occur and the student does get sick doing the exam, here is a process you might follow.

• Note the time this occurs on the student's exam paper at the point where the illness occurs as the student may like to continue at a later time.


• Treat the ill student in accordance with school protocol.


• When the exam paper is returned to you for marking, mark the parts of the exam that have been done prior to the illness occurring and any other work separately. Compare the two sections to see if they seem to be typical of the student's results and then discuss the results with your supervisor to decide on a mark or adopt normal school policy on how to give appropriate credit.


• Check also if the child was sick before the exam. This too could be factored into your decision about a final rating/mark for the exam. It may be that the results you already have from previous assessment items, give you enough data to give a valid level of achievement for the subject. That means you can ignore this exam result. School policy may suggest how you treat this situation.


• Always encourage a student to do the exam at a later date rather than do it when they are ill. The exam can be marked and used as a guide to their achievement as well as giving the student a real idea of how he/she understood the learning tested in that exam. This would allow him/her to do remedial work if necessary before continuing the subject or starting the next unit in the subject or the next year. These marks could be recorded with an explanation and may be used later to give extra data to help decide on the final subject rating on exit from the year or from school.


• Check for serial 'sick' offenders,.i.e. students who always seem to be sick on exam days. Some may have chronic illnesses and the school may have a policy for this situation. Those who have no history of chronic illness need to be 'forced' to do the exam ASAP under exam conditions with the same time or even less.

Perhaps they might be given a different test and the tests could be in their time, not class time. Again, this is a school policy issue. It is worthwhile checking the history of these students with past teachers and referring the issue to higher authorities for further intervention, e.g. parent interviews with school administration.

It is important that no student be disadvantaged through genuine illness at exam time. Additionally, they must be seen to be treated fairly in the allocation of their final grading. Here, a teacher must use their professional judgment based on the evidence of learning in class as well as the available assessment data. Here 'like' students can be a guide to where the student lies in the class order of merit in that subject.

The website http://www.realteachingsolutions.com provides an eBook that looks at all aspects of examinations and other types of assessment. The eBook is "The Exam Book". Our author, during the last 16 years of his teaching career was the Head of a Mathematics Department where he was responsible for the assessment program. He offers practical advice that works on aspects as diverse as running a class exam up to how best to mark alternative assessment tasks.

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Sample of Basic Algebra Test

Author: Matthew David

Sample of Basic Algebra Test

Introduction to algebra:

Algebra is the branch of mathematics concerning the study of the rules of operations and relations, and the constructions and concepts arising from them, including terms, polynomials, equations and algebraic structures. Together with geometry, analysis, topology, combinatorics, and number theory, algebra is one of the main branches of pure mathematics. (Source: Wikipedia)

In this topic we are discuss about Sample of Basic Algebra Test  introduction and Sample of Basic Algebra Test examples

Sample of Basic Algebra Test Questions:

1) Solve the add sum of 4x4 – x2 + 2x + 1 and x + 3x3 – 3x2 – 1.
2) Solve this problems Subtract 5x3 – 2x2 – 2 from x3 + 4x2 – 3x – 5
3) Find the product of 2x3 – 3x2 – 5 and 3x2 + 4x – 2 .
4) Solve the following system:x + y + z  = 4; x - 2y - z = 1; 2x - y - 2z = -1
5) Find the coefficients of a4, a3, a2 and a term in the product of 7a3 – 6a2 – 9a + 8 and 5a2 – 3a + 5 without doing actual multiplication.
6) Solve the equation by completing the square (2x - 3)2.
7) Solve the equation by completing the square x2 + 6x – 7 = 0.
8) What should be added with x2 + 12x to get a perfect square? What is that square?
9) Express (5 – 3i) 3 in the form a + ib.
10) Express (v3 + v2) (2 v3 -i) in the form of a + ib
11) Multiply (3AB + 2A)(A2 + 2AB2).
12) Multiply (X + Y)3
13) Find the statement is equal or not equal: 7(-4x - 3) - (x - 4) = -8(2x + 6) + 11
14) To find the equation of the line through the points (-8, -6) and (-5, 8), we first use the slope m.
15) Solve: 8x - 2y = 3
16) Solve the equation 2x4 -x4 -8x2 + 4x2 + 8x = 0x3 - 35, if one of its roots is 2 + v3 i
17) Solve the quadratic equation x2  + 7 = -x2
18) Solve the equation x4 - 4x2 + 8x = 0x3 - 35, if one of its roots is 2 + v3 i

Sample of Basic Algebra Test Answers:

1) 4x4 + 3x3 – 4x2 +3x + 0
2) –4x3 + 6x2 – x – 3.
3) 6x5 – 3x4 – 16x3 – 9x2 – 20x + 10.
4) The answer is (2, -1, 3).
5) So the coefficient of a term in X × Y is– 69; So the coefficient of a2 in X × Y is 37; So the coefficient of a3 in X × Y is 8; So the coefficient of a4 in the product of X × Y is –51.
6) 4x² - 12x + 9
7) The solution set = {1, –7}
8) 36.
9) – 10 – 198i.
10) (-6 + v2) +v3 (1+ 2 v2) i
11) 3A3B + 6A2B3 + 2A3 + 4A2B2
12) X3 + 3X2Y + 3XY2 + Y3
13) Not Equal.
14) Slope m =3/14
15) The x intercept is at the point (3/8 , 0).
16) Thus the roots are 2 ± iv 3 and - 2 ± i
17) (- 1 +v 3 i)/2 and (- 1 -v 3i)/2 are conjugate to each other.
18) Thus the roots are 2 ± iv 3 and - 2 ± i

Example problems for search answer to the algebra

Search algebra example problem 1:

Simplify the given [removed]13x + 23) + 50x = 10 - 43x

Solution:

Given expression is (13x + 23) + 50x = 10 - 43x

Expand the above expression, we get

13x + 23 + 50x = 10 - 43x

63x + 23 = 10 - 43x

Subtract (10 - 43x) on both the side of the equation, we get

106x + 13 = 0

Subtract 13 on both the sides, we get

106x = - 13

Divide the above equation by 106, we get

x = `(- 13 / 106)`

Answer:

The final answer is x = `(- 13 / 106)`

Search algebra example problem 2:

Find the x intercept of the given polynomial equation f (x) = 2x2 - 72

Solution:

The given polynomial equation is f (x) = 2x2 - 72

Plug f (x) = 0, for finding x intercept

0 = 2x2 - 72

Rearrange the above equation, we get

2x2 - 72 = 0

Add 72 on both the sides of the equation, we get

2x2 = 72

Divide the above equation by 2 on both the sides, we get

x2 = 36

Take square root on both the sides, we get

x = ± 6

x intercepts are ± 6

Answer:

The final answer is x = ± 6

Search algebra example problem 3:

Find the slope the line which passes through the (2, 8) and (0, 16).

Solution:

Given points are (2, 8) and (0, 16)

Here, x1 = 2, y1 = 8, x2 = 0 and y2 = 16

Slope formula:

Slope (m) = `((y_2 - y_1) / (x_2 - x_1))`

Substitute the given values in the above fomula, we get

Slope (m) = `((16 - 8) / (0 - 2))`

=` ((8 / - 2))`

= - 4

Slope of the line is m = - 4

Answer:

The final answer is m = - 4

Practice problems for search answer to the algebra

Search algebra practice problem 1:

Find the slope of the given straight line equation y = 5.3x - 17

Answer:

The final answer is slope (m) = 5.3

Search algebra practice problem 2:

Find the factors of the given quadratic equation x2 - 17x + 60 = 0

Answer:

The factors are (x - 12) and(x - 5)

Search algebra practice problem 3:

Simplify the expression 5x + 28 = 108

Answer:

The final answer is 16

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Pre algebra review tests

Author: Matthew David

Pre algebra review tests

Introduction to pre algebra review tests:-

In this article we are learning about the pre algebra review tests the concept. Algebra is cluster of mathematics and it process on the pre algebra review tests. Pre algebra review tests cover the four basic operations such as addition, subtraction, multiplication and division. The most important expression of pre algebra review tests is variable, constant coefficient, exponent, word and expression. Pre algebra review tests beside numeral we use symbol and alphabet in place of unknown number to make a statement. Hence, pre algebra review tests related problem shown below.

Pre-algebra is division of mathematics is that replacement letters for numbers. An algebraic equation is stand for the scale, what is finished on the one side of a scale with a number is also completed to the other side of the scale. This type of mathematics is called algebra. In this article we shall discuss about how to do pre-algebra problems with some examples.

Sample problem for how to do pre algebra:

Problem 1:

Find the value of given fraction numbers `2/3 ` + `1/3`

Solution:

In the proper fraction a denominator values are same. So we are directly added or subtract the numerator values.

Step 1: In here the denominator values are same.

Step 2: Add the numerator values and place over the same denominator values.

`2/3 ` + `1/3`= `(2 + 1)/3`

= `3 / 3`

Step 3: Now we are simplify the fraction values

= 1

Problem 2:

Solve the given values using simple arithmetic operations 9 + (7 * 2)

Solution:

We are going to find the value of given numerical values.

In the first step we are going to multiply the values 7 and 2, we get

7 x 2 = 14

In the next step add the value 14 and 9, we get

9 + 14 = 23

The sum value of the given numerical value is 23.

Pre-algebra Problem 3:

Evaluate the given problem and find the sum value 6 - `(8 / 2^2)`

Solution:

We are going to find the value of given numbers.

In the first step we are going to find the value of 8 and 22, we get              

`8 / 2^2 ` =` 8 / 4`

= 2

In the next step we are subtract the two terms 6 and 2 we get

6 – 2 = 4

The sum value of the given terms is 4.

Problem 4:

Solve the given equation X – 5 = 8.

Solution:

We are going to find the x value of the given equation. In the first step move -5 into the right side of the equation, we get

X = 8 + 5

X = 13

We get x value as 13.

Pre algebra review tests questions:-

1. Write b. b. b. b. b. a. a. a in exponential form.

2. Evaluate `x^4.y^2` when x = 2 and y = 5

3. What is the square of 13?

4. Find the quotient of 3270 and 32.

5. a. Find 0/16 b. Find 16/16 c. Find 16/0 d. Find 16/1

6. Simplify: 8+`6^2` +8÷2

7. Simplify: 20 + 4(5)

8. Simplify: 43+6·12-6÷2

9. Find the opposite of –6.

10. Find the opposite of 12.

11. Write the expression –4-(-3) in words.

12. Simplify: -(9)

13. Add.-31+75+ (-69)

14. What is 22 added to –19?

15. Evaluate the expression – a + b-c, when a = -6, b =4, and c = -3.

16. Use the Inverse Property of Addition to complete the statement_____+12=0

17. What is –21 decreased by –13?

18. Simplify. 13+ (-9)-18-(-5)-3+14

19. Evaluate yx--, when x = -12 and y = -23.

20. Is –11 a solution to 5-(-x) =16?

21. Find the temperature after a rise of 22° F from -31°F.

22. Solve -7+x=-5

23. Solve -4n=56.

24. The difference between a number and seven is twenty-eight. Find the number.

pre algebra review tests answer keys:-

1. `a^3b^5`

2. 400

3. 169

4. 102 R 6

5. a. 0 b. 1 c. undefined d. 16

6. 48

7. 40

8. 13 9. 54

9. 6

10. -12

11. negative four minus negative three

12. 3

13. –25

14. 3

15. 13

16. –12

17. –8

18. 2

19 35

20. NO

21. -9° F

22. x = 2

23. n = -14

24. x = 35.

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Getting Better Test Scores On Your Math Test

Getting Better Test Scores On Your Math Test
By Andrew Almeida

Do you or your children get bad math test scores? This article will teach you three techniques on how to get better math test scores. The three techniques we will explore focus on the problem, testing the problem, and pacing yourself to finish. Let's just face it math tests are not a, b, c, and d bubble answer questions. Math tests are usually a problem and then you have to "write out your work". So this article will not tell you to pick the best answer or choose the longest answer when in doubt.

Focusing on the problem is a major technique that will get you through the problem and also help pace yourself throughout the test. The word "focus" says it all. Tune out the noises around you, the thoughts of our boyfriend or girlfriend, the "being cool by not knowing math" posture, and the anxiety of taking the test. I used to have anxiety during my physics test, but after learning the art of "focus" the anxiety will go away. The key to focusing on the problem is read the problem a few times. Think of your solution and how you are going to get there and then carefully write out your work. If you need scratch paper 99% of teachers encourage using scratch paper for thoughts. If you absolutely cannot get to the answer write down as much as you know to get the most credit possible for that question. Teachers do not just grade on the answer. They also give points for the work your write down.

Testing the problem comes after focusing on the problem. In order to test the problem you must have focused on the problem and written down your work and have a rough answer. The answer might be "certain" in your eyes, but one tiny number or issue can make that problem wrong. Yes, teachers give points for work, but they grade the heaviest on the right answer. Therefore testing the answer is a key technique in getting a better test score. So how do you test your answer? Well in mathematics both sides of the equal sign must be equal. So if A+B = C, then you know that C = A+B. Or A = C-B and B = C-A. They are equal because, well, they have to be. The equal sign is powerful and makes that true. Therefore to test your work plug in the numbers that you got and see if both sides of the equal sign is equal to each other. For example: If the problem was 42/x + 7 = 28 and you did the problem to get X = 2 then in order for you to test it out you would plug in 2 and get 42/2 + 7 = 28 and if you work through it you will get that 28 = 28. Done.

The test is usually timed for the entire class period whether it is fifty minutes or an hour you must pace yourself. The teacher isn't evil and will not make a test they feel cannot be finished within the time limit. They usually do the test themselves when they write it to see whether or not the test is good for time. So pacing yourself to finish is a key ingredient to a better test score. If you do not know the answer to a question you would write down what you know whether it is the formula, a strategy, or the start of the problem and then move on. You should get a few points for your knowledge. After you get through all of the problems on the test, you would have to go back and tackle the harder questions that stump you before. Sometimes, by moving on and coming back you will exercise your brain enough to recall the part that made you skip it to begin with. Pacing yourself to finish the test is extremely important. Pacing comes with the experience of taking tests. To practice pacing have your parent or use a text book and write out a test. Then take the test to practice pacing.

In conclusion, you will get a better math score (and pass) by following the three techniques in this article. Focus on the problem, test the problem, and pace yourself throughout the test and you will surely get a better score! Not everyone is perfect at math so do not let that be a barrier or burden while you take the test. You may get some questions wrong, but remember the three techniques and you will do better.

Ask a math question and learn more about math tests at http://www.helpinmathplease.com.

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Some Useful Ways to Get Good Scores In Math Exams

Some Useful Ways to Get Good Scores In Math Exams
By B. Jacob

Math is different when compared to other subjects like history and geography. Most students think that they can prepare for the math exam in the same way as they usually prepare for History and English exams. Using the same style of preparation leads students to disappointment and they become less interested in math. Additionally, unexpected results in math may make them unhappy. Memorizing formulas are not enough for math; students should know their proper implementation to get a good score in this subject. Experts suggest that practice is something that only enhance math problem solving skills and also enable students to understand math in step-by-step manner.

Several ways are there to help students improve their math score. These tips or ways are useful for students who badly need to improve their grades in math exams.

1. Regularly attending classes at school are good for students. They can acquire knowledge and also work on problem areas. Students should jot down their learning problems and the examples which are taught in class. Later, they can work on them to overcome their difficulties.


2. Apart from regular classes at school, students can take learning help from online tutoring. With this service, they can take personalized sessions at their preferred time from home. It not only saves their time but also imparts adequate knowledge in a comprehensible manner. Moreover, students can revise any topic in a short span of time. Besides this, they can get beneficial tips from subject experts before their exams.


3. Solve one math sum by using different methods. Students can solve one problem in different ways. They can choose the way in which they feel comfortable. It enhances their proficiency level, as well.


4. Follow texts as well as examples to learn one topic thoroughly. Study material contains both text and examples and these help students to understand the basic concepts behind each formula.


5. Sometimes, group study can be helpful for students to grasp the subject in an easy way. Students can discuss their problems and share the solutions of any tough mathematical problem with others.


6. Learn math in a step-by-step way. Some topics are quite inter-linked and students may face the same math problem which they had experienced earlier. Sometimes, without comprehending a topic properly, students cannot understand the next one. So it is advised to learn math in a sequential manner.


7. After completion of one topic, students should check their proficiency by giving a test. They can judge their expertise and also check their time management skill.


8. Most importantly, students should start exam preparation far before the final exam. It gives them sufficient time to work on their weak areas.

Students can score good marks in math exams by regularly practicing the problems and with the help of free online math tutor it might help you in solving problems in different methods. You can also get math online help which makes you more easier to study well for your exams with different problem solving skills.

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What To Do When A Student Is Absent From The Exam?

What To Do When A Student Is Absent From The Exam?
By Richard D Boyce

Guidelines For The New Teacher

In primary and lower secondary year levels, it is not a big issue unless the child is often absent from exams and other assessment items. What should happen, in most cases, is the absent child's name is put on an exam paper on the day of the test. Then, on return to school, the test is given to the child to do in a quiet place at an appropriate time under exam conditions.

In large group exams, the class roll, completed exams and spare exams are returned to the class teacher. The spare papers are then available for the absent students to do as soon as possible after their return to school.

Follow-up exams

The main issue here is to ensure that the results of all exam candidates are not advantaged or disadvantaged by their absence from the exam. It is important that students do not attempt to do exams when sick. They will not perform at their best.

The questions you have to answer for yourself if you use the same test item are:

• Do you use the same marking criteria/scheme?
• Do you adjust it to create a fairer judgement bearing the other students in mind?
• Do you set a different test?

You need to answer these questions only if the test item is a traditional pen on paper exam. If you are using an alternative assessment item, this may not be necessary.

In most year levels, primary school included, nothing should change. In final year high school, where results determine future education pathways, the school must create a policy that fits into the requirements of the external body that determined these pathways. This policy should include:

• Marking policy;
• Checking absences and their documents, e.g. medical certificates;
• Recording of absences in the attendance system;
• Procedure for reporting absences and sickness that could prevent a student from not gaining proper recognition of his/her efforts;
• How credit can be given;
• How to record special consideration for genuine cases;
• How to mark exam during which a student is sick.

For these students you may need to give them an alternate exam to ensure that they do not get an unfair advantage from the extra time they had to study.

Checking reasons for absences

• There are some students, even from the lower primary years, who are exam shy and get 'sick' on exam days.


• Still others, particularly high school students, can pretend sickness (with or without their parents' knowledge) to gain extra study time. Others do it to avoid test topics they haven't mastered and hope to use other test marks from other test items to inflate their overall results. They hope not to be asked to do a follow up exam.


• In the final year of high school, where external bodies determine final graduation results and tertiary education entry places, all absences must be justified by doctors' certificates in fairness to all students in their quest for further education.


• In high schools, some students absent themselves from the exam period only and go to all other periods to give the impression of their being at school the whole day. When their teacher asks where they were on the exam day, they claim they were there and the teacher has lost their exam paper. This is why roll making and the checking of exam papers against your roll is essential directly after the exam. Where assignments are being handed in, sign and date the assignment and have the student sign against his name to indicate that you have the assignment.

The website http://www.realteachingsolutions.com provides an eBook that looks at all aspects of examinations. The eBook is called, "The Exam Book". Our author, during his last 16 years of his teaching career was the Head of a Mathematics department where he was responsible for the assessment program. He offers practical advice that works on aspects as diverse as running a class exam; dealing with cheating; students being sick during exams; practice exams; writing parallel tests and how best to mark alternative assessment tasks to name just a few.

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