Characteristics of the low response:
Little understanding evinced of what a hexaright is, and of what area and perimeter are. The drawings are done without regard to accuracy, either in making straight line segments or in making right angles. Moreover, the student's response to question 7 is not related to the problem in a low response.
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Measuring Up: Prototypes for Mathematics Assessment.
Washington, DC: The National Academies Press, 1993.
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