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New York Regents Geometry June 2009

40 pages, 38 questions, 27 questions with responses, 27 total responses,    0    0
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GEOMETRY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Tuesday, June 16, 2009 9:15 a.m. to 12:15 p.m., only Student Name: ______________________________________________________________ School Name: _______________________________________________________________ Print your name and the name of your school on the lines above. This examination has four parts, with a total of 38 questions. You must answer all questions in this examination. Record your answers to the Part I multiple-choice questions, using a No. 2 pencil, on the separate answer sheet provided to you. Write your answers to the questions in Parts II, III, and IV directly in this test booklet. All work for Parts II, III, and IV should be written in pen, except graphs and drawings, which should be done in pencil. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. The formulas that you may need to answer some questions in this examination are found at the end of the examination. This sheet is perforated so you may remove it from this booklet. Scrap paper is not permitted for any part of this examination, but you may use the blank spaces in this booklet as scrap paper. A perforated sheet of scrap graph paper is provided at the end of this booklet for any question for which graphing may be helpful but is not required. You may remove this sheet from this booklet. Any work done on this sheet of scrap graph paper will not be scored. When you have completed the examination, you must sign the statement printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. Notice . . . A graphing calculator, a straightedge (ruler), and a compass must be available for you to use while taking this examination. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. GEOMETRY Part I Answer all 28 questions in this part. Each correct answer will receive 2 credits. No partial credit will be allowed. For each question, record your answer, using a No. 2 pencil, on the separate answer sheet provided to you. [56] 1 Juliann plans on drawing ABC, where the measure of A can range from 50 to 60 and the measure of B can range from 90 to 100 . Given these conditions, what is the correct range of measures possible for C ? (1) 20 to 40 (3) 80 to 90 (2) 30 to 50 (4) 120 to 130 _ _ 2 In the diagram of ABC and DEF below, AB DE, A D, and B E. F A D C B E Which method can be used to prove ABC DEF ? (1) SSS (3) ASA (2) SAS (4) HL Geometry June 09 [2] Use this space for computations. 3 In the diagram below, under which transformation will A B C be the image of ABC ? Use this space for computations. C B A B A C (1) rotation (3) translation (2) dilation (4) glide reflection 4 The lateral faces of a regular pyramid are composed of (1) squares (3) congruent right triangles (2) rectangles (4) congruent isosceles triangles 5 Point A is located at (4, 7). The point is reflected in the x-axis. Its image is located at (1) ( 4,7) (3) (4,7) (2) ( 4, 7) (4) (7, 4) Geometry June 09 [3] [OVER] _ _ 6 In the diagram of circle O below, chords AB and CD are parallel, and _ BD is a diameter of the circle. B A O 60 D C If m AD = 60, what is m CDB? (1) 20 (3) 60 (2) 30 (4) 120 7 What is an equation of the line that passes through the point ( 2,5) 1 and is perpendicular to the line whose equation is y = __x + 5 ? 2 (1) y = 2x + 1 (3) y = 2x + 9 (2) y = 2x + 1 (4) y = 2x 9 Geometry June 09 [4] Use this space for computations. 8 After a composition of transformations, the coordinates A(4,2), B(4,6), and C(2,6) become A ( 2, 1), B ( 2, 3), and C ( 1, 3), as shown on the set of axes below. Use this space for computations. y B C A x A B C Which composition of transformations was used? (1) R180 D2 (3) D _1_ R180 (2) R90 D2 (4) D _1_ R90 2 2 9 In an equilateral triangle, what is the difference between the sum of the exterior angles and the sum of the interior angles? (1) 180 (3) 90 (2) 120 (4) 60 Geometry June 09 [5] [OVER] 10 What is an equation of a circle with its center at ( 3,5) and a radius of 4? (1) (x 3) 2 + ( y + 5) 2 = 16 (2) (x + 3) 2 + ( y 5) 2 = 16 (3) (x 3) 2 + ( y + 5) 2 = 4 (4) (x + 3) 2 + ( y 5) 2 = 4 11 In ABC, m A = 95, m B = 50, and m C = 35. Which expression correctly relates the lengths of the sides of this triangle? (1) AB < BC < CA (3) AC < BC < AB (2) AB < AC < BC (4) BC < AC < AB 12 In a coordinate plane, how many points are both 5 units from the origin and 2 units from the x-axis? (1) 1 (3) 3 (2) 2 (4) 4 13 What is the contrapositive of the statement, If I am tall, then I will bump my head ? (1) If I bump my head, then I am tall. (2) If I do not bump my head, then I am tall. (3) If I am tall, then I will not bump my head. (4) If I do not bump my head, then I am not tall. Geometry June 09 [6] Use this space for computations. 14 In the diagram of ABC below, Jose found centroid P by constructing _ the three medians. He measured CF and found it to be 6 inches. Use this space for computations. C E D P x A B F If PF = x, which equation can be used to find x? (1) x + x = 6 (3) 3x + 2x = 6 (2) 2x + x = 6 2 (4) x + __x = 6 3 _ _ 15 In the diagram below, the length of the legs AC and _ of right BC triangle ABC are 6 cm and 8 cm, respectively. Altitude CD is drawn to the hypotenuse of ABC. A x D 6 cm C 8 cm B _ What is the length of AD to the nearest tenth of a centimeter ? (1) 3.6 (3) 6.4 (2) 6.0 (4) 4.0 Geometry June 09 [7] [OVER] _ _ 16 In the diagram below, tangent AB and secant ACD are drawn to circle O from an external point A, AB = 8, and AC = 4. B 8 O A C 4 D _ What is the length of CD ? (1) 16 (3) 12 (2) 13 (4) 10 _ _ 17 In the diagram of ABC and EDC below, AE and BD intersect at C, and CAB CED. A B C D E Which method can be used to show that ABC must be similar to EDC ? (1) SAS (3) SSS (2) AA (4) HL Geometry June 09 [8] Use this space for computations. 18 Point P is on line m. What is the total number of planes that are perpendicular to line m and pass through point P ? (1) 1 (3) 0 (2) 2 Use this space for computations. (4) infinite 19 Square LMNO is shown in the diagram below. y O N L M x _ What are the coordinates of the midpoint of diagonal LN ? ( 2 2) (2) ( 3 1 , 3 1 ) 22 1 1 (1) 4 __, 2 __ __ Geometry June 09 __ ( 2 2) (4) ( 2 1 , 4 1 ) 22 11 (3) 2 __, 3 __ __ __ [9] [OVER] Use this space for computations. 20 Which graph represents a circle with the equation (x 5) 2 + ( y + 1) 2 = 9? y y 5 5 5 5 x 10 5 5 5 5 (1) (3) y y 5 5 5 5 5 (2) Geometry June 09 x x 5 5 5 (4) [10] 10 x 21 In the diagram below, a right circular cone has a diameter of 8 inches and a height of 12 inches. Use this space for computations. 8 inches 12 inches What is the volume of the cone to the nearest cubic inch? (1) 201 (3) 603 (2) 481 (4) 804 22 A circle is represented by the equation x 2 + ( y + 3)2 = 13. What are the coordinates of the center of the circle and the length of the radius? (1) (0,3) and 13 (3) (0, 3) and 13 (2) (0,3) and 13 (4) (0, 3) and 13 ___ Geometry June 09 ___ [11] [OVER] Use this space for computations. 23 Given the system of equations: y = x2 4x x=4 The number of points of intersection is (1) 1 (3) 3 (2) 2 (4) 0 _ 24 Side PQ of PQR is extended through Q to point T. Which statement is not always true? (1) m RQT > m R (3) m RQT = m P + m R (2) m RQT > m P (4) m RQT > m PQR 25 Which illustration shows the correct construction of an angle bisector? (1) (2) Geometry June 09 (3) (4) [12] 26 Which equation represents a line perpendicular to the line whose equation is 2x + 3y = 12? (1) 6 y = 4 x + 12 (3) 2y = 3 x + 6 (2) 2 y = 3x + 6 Use this space for computations. (4) 3y = 2 x + 12 _ _ __ 27 In ABC, point D is on AB, and point E is on BC such _ DE AC. that If DB = 2, DA = 7, and DE = 3, what is the length of AC? (1) 8 (3) 10.5 (2) 9 (4) 13.5 28 In three-dimensional space, two planes are parallel and a third plane intersects both of the parallel planes. The intersection of the planes is a (1) plane (3) pair of parallel lines (2) point (4) pair of intersecting lines Geometry June 09 [13] [OVER] Part II Answer all 6 questions in this part. Each correct answer will receive 2 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [12] 29 In the diagram of ABC below, AB = 10, BC = 14, and AC = 16. Find the perimeter of the triangle formed by connecting the midpoints of the sides of ABC. B 14 10 A Geometry June 09 16 [14] C 30 Using a compass and straightedge, construct a line that passes through point P and is perpendicular to line m. [Leave all construction marks.] P m 31 Find an equation of the line passing through the point (5,4) and parallel to the line whose equation is 2x + y = 3. Geometry June 09 [15] [OVER] _ 32 The length of AB is 3 inches. On the diagram below, sketch the points that are equidistant from A and B and sketch the points that are 2 inches from A. Label with an X all points that satisfy both conditions. A Geometry June 09 B [16] 33 Given: Two is an even integer or three is an even integer. Determine the truth value of this disjunction. Justify your answer. Geometry June 09 [17] [OVER] 34 In the diagram below, ABC EFG, m C = 4x + 30, and m G = 5x + 10. Determine the value of x. B F (4x + 30) (5x + 10) C Geometry June 09 A [18] G E Part III Answer all 3 questions in this part. Each correct answer will receive 4 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [12] 35 In the diagram below, circles X and Y have two tangents drawn to them from external point T. The points of tangency are C, A, S, and E. The ratio of TA to AC is 1:3. If TS = 24, find the length _ of SE. C A X Y T E S (Not drawn to scale) Geometry June 09 [19] [OVER] 36 Triangle ABC has coordinates A( 6,2), B( 3,6), and C(5,0). Find the perimeter of the triangle. Express your answer in simplest radical form. [The use of the grid below is optional.] Geometry June 09 [20] 37 The coordinates of the vertices of parallelogram ABCD are A( 2,2), B(3,5), C(4,2), and D( 1, 1). State the coordinates of the vertices of parallelogram A B C D that result from the transformation ry-axis T2, 3. [The use of the set of axes below is optional.] y x Geometry June 09 [21] [OVER] Part IV Answer the question in this part. A correct answer will receive 6 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. A correct numerical answer with no work shown will receive only 1 credit. The answer should be written in pen. [6] _ _ 38 Given: ABC and EDC, C is the midpoint of BD and AE __ Prove: AB DE A B C D Geometry June 09 E [22] Tear Here Tear Here Scrap Graph Paper This sheet will not be scored. Scrap Graph Paper This sheet will not be scored. Tear Here Tear Here Tear Here Reference Sheet V Cylinder Bh where B is the area of the base 1 Bh 3 where B is the area of the base V Pyramid Volume Right Circular Cone 1 Bh 3 where B is the area of the base V Sphere V 4 r3 3 Right Circular Cylinder L 2 rh L rl Lateral Area (L) Right Circular Cone SA Sphere Tear Here Surface Area Geometry June 09 where l is the slant height [27] 4 r2 GEOMETRY Tear Here Tear Here GEOMETRY FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION GEOMETRY Tuesday, June 16, 2009 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed for scoring student answer papers for the Regents Examination in Geometry. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examination in Geometry. Use only a No. 2 pencil in rating the Regents Examination in Geometry. Do not attempt to correct the student s work by making insertions or changes of any kind. Scoring overlays have been included in the package of scoring materials and must be used to score Part I, the multiple-choice section. When scoring the examination: cut out the rectangular space on the bottom of the scoring overlay to record the total Part I score do not punch holes in the scoring overlay do not make any marks on the answer sheet, other than in the spaces provided for recording scores do not machine scan the answer sheets. Marking up or scanning these answer sheets will interfere with the score collection. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Each student s answer paper is to be scored by a minimum of three mathematics teachers. On the back of the student s answer sheet, raters must enter their initials in the boxes next to the questions they have scored and also write their name in the box under the heading Rater s/Scorer s Name. Raters should record the student s scores for all questions and the total raw score on the student s answer sheet. Make a careful record to be retained in the school of the total raw score earned by each student. The State Education Department will provide a recordkeeping form for this purpose as part of the detailed directions for administering and scoring the June 2009 Regents Examination in Geometry. The conversion chart for the Regents Examination in Geometry will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ no later than Rating Day, Thursday, June 25, 2009. GEOMETRY continued Part I Allow a total of 56 credits, 2 credits for each of the following: (1) 1 (8) 3 (15) 1 (22) 4 (2) 3 (9) 1 (16) 3 (23) 1 (3) 1 (10) 2 (17) 2 (24) 4 (4) 4 (11) 2 (18) 1 (25) 3 (5) 3 (12) 4 (19) 4 (26) 2 (6) 2 (13) 4 (20) 1 (27) 4 (7) 2 (14) 2 (21) 1 (28) 3 [2] GEOMETRY continued Updated information regarding the rating of this examination may be posted on the New York State Education Department s website during the rating period. Check this web site http://www.emsc.nysed.gov/osa/ and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. General Rules for Applying Mathematics Rubrics General Principles for Rating The rubrics for the constructed-response questions on the Regents Examination in Geometry are designed to provide a systematic, consistent method for awarding credit. The rubrics are not to be considered all-inclusive; it is impossible to anticipate all the different methods that students might use to solve a given problem. Each response must be rated carefully using the teacher s professional judgment and knowledge of mathematics; all calculations must be checked. The specific rubrics for each question must be applied consistently to all responses. In cases that are not specifically addressed in the rubrics, raters must follow the general rating guidelines in the publication Information Booklet for Scoring the Regents Examination in Geometry, use their own professional judgment, confer with other mathematics teachers, and/or contact the consultants at the State Education Department for guidance. During each Regents examination administration period, rating questions may be referred directly to the Education Department. The contact numbers are sent to all schools before each administration period. II. Full-Credit Responses A full-credit response provides a complete and correct answer to all parts of the question. Sufficient work is shown to enable the rater to determine how the student arrived at the correct answer. When the rubric for the full-credit response includes one or more examples of an acceptable method for solving the question (usually introduced by the phrase such as ), it does not mean that there are no additional acceptable methods of arriving at the correct answer. Unless otherwise specified, mathematically correct alternative solutions should be awarded credit. The only exceptions are those questions that specify the type of solution that must be used; e.g., an algebraic solution or a graphic solution. A correct solution using a method other than the one specified is awarded half the credit of a correct solution using the specified method. III. Appropriate Work Full-Credit Responses: The directions in the examination booklet for all the constructed-response questions state: Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, charts, etc. The student has the responsibility of providing the correct answer and showing how that answer was obtained. The student must construct the response; the teacher should not have to search through a group of seemingly random calculations scribbled on the student paper to ascertain what method the student may have used. Responses With Errors: Rubrics that state Appropriate work is shown, but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errors, whether computational, rounding, graphing, or conceptual. If the response is incomplete; i.e., an equation is written but not solved or an equation is solved but not all of the parts of the question are answered, appropriate work has not been shown. Other rubrics address incomplete responses. IV. Multiple Errors Computational Errors, Graphing Errors, and Rounding Errors: Each of these types of errors results in a 1-credit deduction. Any combination of two of these types of errors results in a 2-credit deduction. No more than 2 credits should be deducted for such mechanical errors in any response. The teacher must carefully review the student s work to determine what errors were made and what type of errors they were. Conceptual Errors: A conceptual error involves a more serious lack of knowledge or procedure. Examples of conceptual errors include using the incorrect formula for the area of a figure, choosing the incorrect trigonometric function, or multiplying the exponents instead of adding them when multiplying terms with exponents. A response with one conceptual error can receive no more than half credit. If a response shows repeated occurrences of the same conceptual error, the student should not be penalized twice. If the same conceptual error is repeated in responses to other questions, credit should be deducted in each response. If a response shows two (or more) different major conceptual errors, it should be considered completely incorrect and receive no credit. If a response shows one conceptual error and one computational, graphing, or rounding error, the teacher must award credit that takes into account both errors; i.e., awarding half credit for the conceptual error and deducting 1 credit for each mechanical error (maximum of two deductions for mechanical errors). I. [3] [OVER] GEOMETRY continued Part II For each question, use the specific criteria to award a maximum of two credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (29) [2] 20, and appropriate work is shown. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 20, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (30) [2] A correct construction is drawn showing all appropriate arcs, and the perpendicular line is drawn. [1] Appropriate work is shown, but one construction error is made, such as not drawing the perpendicular line. or [1] Appropriate work is shown, but one conceptual error is made. [0] A drawing that is not an appropriate construction is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [4] GEOMETRY continued (31) [2] y 4 = 2(x 5) or an equivalent equation, and appropriate work is shown. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as y 4 2 leaving the answer as , which has a domain restriction. = 1 x 5 or [1] y 4 = 2(x 5) or an equivalent equation, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (32) [2] Both loci are sketched correctly, and the two points of intersection are labeled with an X. [1] Both loci are sketched correctly, but the points of intersection are not labeled or are labeled incorrectly. or [1] Appropriate work is shown, but one conceptual error is made, but appropriate points of intersection are labeled. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [5] [OVER] GEOMETRY continued (33) [2] True, and an appropriate justification is written. [1] True, but the justification is incorrect. or [1] One conceptual error is made in evaluating the disjunction, but an appropriate justification is written. [0] True, but no justification is written. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (34) [2] 20, and appropriate work is shown. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 20, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [6] GEOMETRY continued Part III For each question, use the specific criteria to award a maximum of four credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (35) [4] 18, and appropriate work is shown, such as 3x + x = 24. [3] Appropriate work is shown, but one computational error is made. or [3] x = 6, and appropriate work is shown, but SE is not found or is found incorrectly. [2] Appropriate work is shown, but two or more computational errors are made. or [2] Appropriate work is shown, but one conceptual error is made. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or [1] 18, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [7] [OVER] GEOMETRY continued (36) [4] 15 + 5 5, and appropriate work is shown. [3] Appropriate work is shown, but one computational error is made. or [3] Appropriate work is shown, but the perimeter is not expressed in simplest radical form. or [3] Appropriate work is shown to find the length of all three sides, but the perimeter is not found. [2] Appropriate work is shown, but two or more computational errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Appropriate work is shown to find the lengths of two sides, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or [1] Appropriate work is shown to find the length of one side, but no further correct work is shown. or [1] 15 + 5 5, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [8] GEOMETRY continued (37) [4] A (0, 1), B ( 5,2), C ( 6, 1), and D ( 1, 4), and appropriate work is shown. [3] The composite transformation is graphed and labeled correctly, but the coordinates are not stated or are stated incorrectly. or [3] Appropriate work is shown, but one computational or graphing error is made. [2] Appropriate work is shown, but two or more computational or graphing errors are made. or [2] Appropriate work is shown, but one conceptual error is made, such as performing the reflection before the translation. [1] Appropriate work is shown, but one conceptual error and one computational or graphing error are made. or [1] A (0, 1), B ( 5,2), C ( 6, 1), and D ( 1, 4), but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [9] [OVER] GEOMETRY continued Part IV For this question, use the specific criteria to award a maximum of six credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (38) [6] A complete and correct proof that includes a concluding statement is written. [5] A proof is written that demonstrates a thorough understanding of the method of proof and contains no conceptual errors, but one statement or reason is missing or incorrect, or no concluding statement is written. or [5] A E or B D is proven, but no further correct work is shown. [4] A proof is written that demonstrates a good understanding of the method of proof and contains no conceptual errors, but two statements or reasons are missing or incorrect. or [4] ABC EDC is proven, but no further correct work is shown. [3] A proof is written that demonstrates a good understanding of the method of proof, but one conceptual error is made. [2] Some correct relevant statements about the proof are made, but three or four statements or reasons are missing or incorrect. [1] Only one correct statement and reason are written. [0] The given and/or the prove statements are rewritten in the style of a formal proof, but no further correct relevant statements are written. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [10] GEOMETRY concluded Map to Core Curriculum Content Band Item Numbers Geometric Relationships 4, 18, 21, 28 Constructions 25, 30 Locus 12, 32 Informal and Formal Proofs 1, 2, 6, 9, 11, 13, 14, 15, 16, 17, 24, 27, 29, 33, 34, 35, 38 Transformational Geometry 3, 5, 8, 37 Coordinate Geometry 7, 10, 19, 20, 22, 23, 26, 31, 36 Regents Examination in Geometry June 2009 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scaled Scores) The Chart for Determining the Final Examination Score for the June 2009 Regents Examination in Geometry will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Thursday, June 25, 2009. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to www.emsc.nysed.gov/osa/exameval. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [11] [OVER]

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