[Massachusetts Department of Elementary and Secondary Education logo]
Spring 2015 Student Questionnaire
Grade 8
DIRECTIONS
Mark your answers to the following questions in the box labeled Student Questionnaire on the inside back cover of your Student Answer Booklet. If you do not see one best answer for a question, leave that question blank in your answer booklet and go to the next question. Please ask your test administrator for help if you are not sure how to answer any of these questions.
1. What are your plans after high school?
A. attend a four-year college
B. attend a two-year college
C. join the military
D. work full-time
E. other
F. I don’t know.
2. If you are not planning to attend a two- or four-year college, which of the following best describes your plans for future job training? (If you are planning to attend a two- or four-year college, skip this question.)
A. attend college sometime in the future for vocational training or credentialing
B. attend a post-secondary vocational school for more advanced training
C. on-the-job training
D. I do not plan to seek future job training.
E. I don’t know.
3. How likely is it that you will go into a science-related career or college major after high school?
A. very likely
B. likely
C. neither likely nor unlikely
D. unlikely
E. very unlikely
4. How likely is it that you will go into a math-related career or college major after high school?
A. very likely
B. likely
C. neither likely nor unlikely
D. unlikely
E. very unlikely
5. How likely is it that you will go into an engineering- or technology-related career or college major after high school?
A. very likely
B. likely
C. neither likely nor unlikely
D. unlikely
E. very unlikely
6. How likely is it that you will take advanced-level (Honors, Advanced Placement) mathematics courses in high school?
A. very likely
B. likely
C. neither likely nor unlikely
D. unlikely
E. very unlikely
PLEASE PROCEED TO THE NEXT PAGE
The next set of questions asks about how confident you are in your ability to perform different tasks and use different skills in your MATHEMATICS class work. There are no right or wrong answers on this survey. Your individual responses will remain confidential.
PLEASE MARK YOUR RESPONSE TO EACH QUESTION IN YOUR STUDENT ANSWER BOOKLET.
Almost Only a
In my MATHEMATICS CLASS, I am True Always Mostly Little Not at
confident that I am able to: True True True All True
7.
support my solution to a math problem in class A B C D E
using objects, drawings, or diagrams.
8.
represent the relationship between two sets of
quantities (e.g., by applying a linear equation A B C D E
or building a two-way table).
9.
express my answers at the level of precision A B C D E
called for by the question.
10.
apply a mathematical model (e.g., equation, A B C D E
function, graph) to represent a word problem.
11.
solve a complex (intricate) problem by first A B C D E
solving a series of simpler problems.
Almost Only a
In my MATHEMATICS CLASS, I am True Always Mostly Little Not at
confident that I am able to: True True True All True
12.
try out solutions to a problem to determine
if the mathematical representation (e.g., A B C D E
equation) I developed works for the question
asked.
13.
change the way I solve a problem when my A B C D E
first strategy (plan) does not work.
14.
label and express numbers accurately when I A B C D E
measure something or graph a solution.
15.
create a word problem for a mathematical A B C D E
expression or equation.
PLEASE MARK YOUR RESPONSE TO EACH QUESTION IN YOUR STUDENT ANSWER BOOKLET.
Almost Only a
In my MATHEMATICS CLASS, I am True Always Mostly Little Not at
confident that I am able to: True True True All True
16.
interpret the relationships shown in a model
(e.g., a graph showing how one quantity varies A B C D E
as a result of change in another quantity).
17.
judge whether my solution to a problem is still A B C D E
feasible (possible) as I work through it.
18.
use mathematical tools (e.g., manipulatives A B C D E
such as algebraic tiles; measurement
instruments) to explore different solutions to a
problem.
19.
select the essential information from graphs A B C D E
and/or tables that is needed to solve a problem.
20.
decide when it is practical to use technology A B C D E
(e.g., graphing calculator, math software) to
help me answer a problem.
Almost Only a
In my MATHEMATICS CLASS, I am True Always Mostly Little Not at
confident that I am able to: True True True All True
21.
compare my approach to a problem to another A B C D E
classmate’s and explain why my solution
works better.
22.
interpret the quantities in a problem and their A B C D E
relationships to predict a solution.
23.
ask questions of my classmates that help them A B C D E
clarify (make clear) their thinking.
24.
stick with a problem until I can solve it. A B C D E
25.
recognize if certain calculations are repeated A B C D E
and apply them to help solve a problem.