Doing the Math - JHU Mathematics - Johns Hopkins University

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
As discussed, reading the VSC to determine if a particular skill is covered is no easy
task. The indicators listed above are too broadly stated to discern if a particular skill
is included, so the “Assessment Limits” and “Skill Statement” must be carefully
considered. Even upon consideration it is sometimes difficult to determine if a
particular skill is covered. For contrast, one can consider the clearly stated and easily
understood algebra I content standards developed in California. 17
To further elaborate this difficulty, consider the Accuplacer sample problem: If 2x –
3(x + 4) = - 5, then x =? Solving this problem involves several steps including
simplifying the expression on the left. The algebra I standards in California include:
Students simplify expressions before solving linear equations and inequalities in one
variable, such as 3(2x-5) + 4(x-2) = 12. This makes it obvious that a California
student is expected to be able to solve the problem. In the Maryland VSC, it is
difficult to conclude this. While indicator 1.2.1 clearly states that a student should be
able to solve linear equations, the accompanying “Assessment Limits” and “Skill
Statement” are confusing and prescribe a limited number of forms that the equation
can have. This may preclude a student from solving a multi-step problem that
involves a simplification such as the sample problem. There are no comparable
problems on the HSA, and it seems likely that this sort of equation is not intended to
be covered by the VSC.
In addition, indicator 1.1.3, regarding the application of addition, subtraction,
multiplication, and/or division of algebraic expressions to mathematical and realworld
problems, requires additional explication. It would, for example, seem to imply
that a student could perform the simplification required in the sample problem
above. Most of the problems on the Accuplacer Elementary Algebra Test assess
similar skills with manipulating algebraic expressions, so this indicator is the single
most applicable and important one for the alignment. However, the “Assessment
Limits” for this indicator are extremely constrictive and the “Skill Statement” is not
helpful. They are:
Assessment Limits
• The algebraic expression is a polynomial in one variable.
• The polynomial is not simplified.
Skill Statement
• The student will represent a situation as a sum, difference, product,
and/or quotient in one variable.
These qualifications are so limiting that this indicator loses much of its applicability to the
kinds of problems on the test. In fact, much of the material on the Accuplacer
corresponds directly to the optional material included as “Additional Topics Would
Include” subindicators of this indicator. Students who receive instruction on these
optional topics are far better prepared for the Accuplacer tests than students who do not.
Doing the Math 13