The Glade 4.0

Order of operation isn't the same as foundational mathematical operations.

I'm thinking there is one - addition ...and all others are derivative.

Of course, Aunt Sally may disagree.

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The examples given in the OP are bullshit reasons for giving partial credit. I am not arguing against partial credit, and gave examples of where I have seen it used.


I disagree with this specific example for 2 reasons... 1) The student didn't even attempt to derive. Its not a case of the student set it up and made some error in the division process, but didn't even try and 2) this is a math test, so while its great he could at least recognize the question at least required using division, not being able to perform the division that is level appropriate for 4th grader is a fail. Now, under the scenario the student just flat doesn't know how to do 4th grade division in a 4th grade class (and that is debatable, this is probably 2nd or 3rd grade topic in a lot public schools), he/she probably also missed a lot of the other questions, but by awarding partial credit of the values discussed in the OP, its possible the student passed with what would be failing knowledge level of the material. So not only does the student potentially advance to the next level with insufficient ability for the next level of coursework, but the artificial scores mask the problem of why this student didn't know the material. Or, if the student just flubbed this one question, or forgot to come back and finish the answer, losing full credit for the problem isn't an impact on the grade, and should reinforce the need to double check your work/answers. A good lesson to learn.

Again, and similiar to my response to Kaffis, the examples in the OP are not of sufficient deviation from the material being test to offer partial credit in my opinion, and the push to do so stems more from an attempt to artificially inflate the results for reasons other than actually teaching the material. This is a 4th grade math test, which presumably considering the age appropriate math curriculum for this age group, was testing long division/multiplication. Yes, it was a word problem, and kudos to the student for figuring out it required division. If it were not a word problem and the question was simply 400/8 and the students response was "its a division problem", should that receive partial credit? That is essentially the student did on a test that is presumably testing ability to do division.


Funny, but a poor analogy.

I'm going to go ahead and add my 2 cents. Students today are **** idiots.

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Formerly: Tulamian

I think we're mostly assuming that tests are a yes/no determination of how well a student understands the material. instead perhaps we should assume they are diagnostic of what the student has absorbed and what they have not.

These tests and this scoring is perfectly valid if the tests are being used as a diagnostic rather than a final determination of students readiness for new material.

I would agree with this, and if these tests were more akin to what quizzes were for us, it makes perfect sense (part of the reason why quizzes were weighted to not count for a lot of the final score). However, do you honestly believe that this is the reasoning behind this scoring or that the information will be used to as a system check? If you say yes, I'd really like to hear why considering they are using these test scores to illustrate how much improvement they have made in educating children.

I would also point out, from the OP, these tests meant to "determine whether students advance to the next grade".

It could be worse... it could be the Los Angeles Unified School System

No.

If you have a point make it.

You don't need to establish my knowledge or a conversational framework.

While you're at it, never complain again when people tell you what you think.

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"Hysterical children shrieking about right-wing anything need to go sit in the corner and be quiet while the adults are talking."

Nah, I just responded to your dismissive and insulting attitude, your holier-than-thou edicts, and your general refusal to actually DISCUSS anything with the same attitude you've given me and everyone in this thread.

I asked you a question. You've so far refused to answer it. And, yes, establishing what you know or what you think on this matter is pertinent. The question has value and a purpose. If you don't want to answer it, then you're just being a shitheel.

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Oh, horseshit. The only person I've really responded to is Coro, and speaking of "holier than thou edicts" you might want to direct it at Mr. "I've tutored people in math, so my opinion is automatically better than any of the rest of you, even if you've ALSO tutored people in math." I'm sorry, but not immediately kowtowing to your feeling on the matter or Coro's is not "refusing to discuss" anything.



Its nice to see you have a firm grasp on the obvious.



I struggle to understand why an obviously intelligent and well-educated individual, such as yourself, is unable to make a point except by asking questions that have no context whatsoever provided to explain why they're being asked. Is it perhaps that you don't wish your point to be revealed too soon, lest you have to defend your postion as you expect the rest of us to do? Or is it that you think by asking questions instead of making a point you'll cleverly get people to make your point for you?

Sitting there and asking questions without taking a position yourself is not discussing things.

As to the question itself, there is one: addition. Subtraction is, as we tend to learn later, simply "adding a negative". Multiplication is simply adding the same number a number of times; division is starting with the product and determining how many times we can subtract the divisor from the product.. and so forth. Exponents are a type of multiplication.

If, on the other hand, you mean what are the foundations of mathematics, there are several school sof thought such as Platonism, Logicism, Formalism, and I believe one or two more.

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"Hysterical children shrieking about right-wing anything need to go sit in the corner and be quiet while the adults are talking."