I really like giving students the option of re-taking or assessing a learning target. The only problem I have is that not enough students are taking advantage of it. I even allow them to reassess in the regular class period. Here are the guidelines I have given them:
Re-Assessment Process:
1. Reassessments will occur on Fridays in the last 15 minutes of the class period.
2. Students need to inform the instructor that they want to reassess a learning target before the end of the school day on Thursday. Students should inform the instructor at an appropriate time (before or after class, not during instruction time, via e-mail, etc)
3. Students may only reassess one learning target per day.
4. Students need to inform the instructor which learning target they want to reassess.
5. Students are expected to do something (review, practice, have a friend tutor you, rewrite your notes, etc) to prepare for the reassessment and may be asked what they did to prepare for it.
6. If a student wants to reassess on a day other than Friday, Mrs. XXXXXXX is available after school on Wednesday and Thursday and every other Monday, as well as before school by appointment. Reassessment should be scheduled at least two days in advance.
Friday, January 7, 2011
Thursday, January 6, 2011
Implementation of SBG in my Biology Class
Below is the syllabus that I handed out at the beginning of the semester. Much of the material in it regarding grading came from smashups of various blogs I had read---expecially The Science Goddess. So thank you for helping put words down that describe things better than I could alone. As the semester comes to a close, I am reminded that I should reflect on what has worked and what hasn't.
Honors Biology
Mrs. HXXXXXX
Room XXX
Classroom Expectations:
1. Be On Time
2. Be Respectful
3. Be Responsible
Biology is a state standards based laboratory course that studies living things from the microscopic to the
macroscopic. The ultimate goal is to help students become scientifically literate citizens.
Grading Guidelines:
1. Students will be scored on their individual achievement toward the relevant state science standards and district determined learning targets. Grades will not be affected by issues such as effort, attitude, and participation. Those factors will be reported separately in the grade book, but will not affect grade. It is always in the student’s best interest to complete assignments and task give by the instructor in order to learn the necessary material. Even though there may be many opportunities for cooperative learning, students will never be assigned group grades.
2. Assessments that are used to monitor student learning in progress and/or adjust teaching, such as in-class practice assignments, discussions, and other forms of formative assessment will not be factored into grades, but will have constructive feedback provided. Only assessments that take place after learning is supposed to have occurred (“summative assessment”) will be used for grading purposes. Assessments may take the form of paper tests, lab reports, practical tests, oral communication, or written assignments. I will, however, keep a record of formative assessment information in order to validate my judgment in grading.
3. New information showing additional learning about any given learning target will replace old information. Grades will reflect the most recent learning. Old scores relating to that learning target will be discarded.
4. Report card grades will be assigned based on descriptors of achievement only. For example, I will not include zeros (for late or missing assignments) in achievement statistics because they are both non-descriptive of learning, and extreme as values. I will use the most recent assessment as an indicator of achievement unless there is an unusual circumstance.
5. Students may initiate a reassessment of a particular Standard or Learning Goal. Students are allowed one reassessment attempt per student per day. Students must meet with the instructor to plan exactly what learning target they want to attempt and how they want to reassess it. Students must demonstrate their attempts to relearn material prior to reassessment. Students may either get help or retake/redo/rework an assessment, but not both on the same day. I hold the right to reassess any learning target at any time. Although scores of zero will not be assigned, “incompletes” also indicate a lack of learning on the part of the student. Credit for the course cannot be awarded without sufficient evidence of learning.
6. Absences are almost unavoidable for both teacher and students. Students are responsible for meeting with the teacher upon their return to class in order to determine what learning was missed and what, if anything, needs to be done in order to make up any assignments. Students will have one day for each day absent to make up the work. Being absent the day before a summative assessment does not excuse the student from participating in the assessment upon return. Please stay in contact via phone and/or e-mail.
Each learning target will be measured on the following scale:
Level Description
4 Demonstrates thorough mastery of the Learning Target and can go beyond what was learned in class.
3 Demonstrates a high level of mastery of the Learning Target, but with some errors
2 Demonstrates understanding, but with significant gaps
1 Attempts at understanding were made, but with little progress
0 No attempt
Final Semester Grades:
A = Student has demonstrated Level 4 or Level 3 for the Learning Targets
B = Student has demonstrated at least Level 3 for no less than 80% Learning Targets
C = Student has demonstrated at least Level 2 for no less than 80% Learning Targets
D = Student has demonstrated at least Level 1 for no less than 80% Learning Targets
F = Student has not attempted all Learning Targets
Biology Semester One Learning Targets:
The student will be able to…
Content Learning Targets:
1. Differentiate between living and nonliving objects.
2. Differentiate between viruses, prokaryotic cells, and eukaryotic cells.
3. Identify the organelles and their function in cells
4. Compare and contrast the processes of photosynthesis and cellular respiration
5. Explain how materials move into and out of cells
6. Explain the process of mitosis
7. Distinguish between DNA, genes, and chromosomes
8. Construct and interpret a monohybrid cross
9. Explain DNA replication and Protein Synthesis
10. Describe how variation occurs through sorting and recombination of genes
11. Explain the advantages and disadvantages of asexual and sexual reproduction
12. Explain how organisms maintain homeostasis
Nature of Science Targets:
1. Distinguish among hypothesis, theory, and law as scientific terms and how they are used to answer a specific question
2. Recognize that in order to be valid, scientific knowledge must meet certain criteria including that it: be consistent with experimental, observational, and inferential evidence about nature, follow rules of logic and reporting both methods and procedures, and be falsifiable and open to criticisms
3. Design and complete a scientific experiment using scientific methods by determining a testable question, making a hypothesis, designing a scientific investigation, with appropriate controls, analyzing data, making conclusions based on evidence and comparing conclusions to the original hypothesis and prior knowledge
4. Distinguish between qualitative and quantitative data
5. Apply mathematics and models to analyze data and support conclusions
6. Identify possible sources of error and their effects on results
7. Provide an example of a need or problem identified by science and solves by engineering or technology
8. Provide an example of how technology facilitates new discoveries and the development of scientific knowledge
9. Recognize the development of scientific advancement, invention, or theory and its impact on society
10. Create a quality science sketch
11. Follow safe scientific procedures
12. Make quality observations
13. Collect multiple types of data accurately
14. Correctly use the metric system to make measurements
15. Use lab equipment correctly
16. Work collaboratively with other students to gather data, analyze data, share information, and complete lab procedures
17. Maintain a science notebook
Honors Biology
Mrs. HXXXXXX
Room XXX
Classroom Expectations:
1. Be On Time
2. Be Respectful
3. Be Responsible
Biology is a state standards based laboratory course that studies living things from the microscopic to the
macroscopic. The ultimate goal is to help students become scientifically literate citizens.
Grading Guidelines:
1. Students will be scored on their individual achievement toward the relevant state science standards and district determined learning targets. Grades will not be affected by issues such as effort, attitude, and participation. Those factors will be reported separately in the grade book, but will not affect grade. It is always in the student’s best interest to complete assignments and task give by the instructor in order to learn the necessary material. Even though there may be many opportunities for cooperative learning, students will never be assigned group grades.
2. Assessments that are used to monitor student learning in progress and/or adjust teaching, such as in-class practice assignments, discussions, and other forms of formative assessment will not be factored into grades, but will have constructive feedback provided. Only assessments that take place after learning is supposed to have occurred (“summative assessment”) will be used for grading purposes. Assessments may take the form of paper tests, lab reports, practical tests, oral communication, or written assignments. I will, however, keep a record of formative assessment information in order to validate my judgment in grading.
3. New information showing additional learning about any given learning target will replace old information. Grades will reflect the most recent learning. Old scores relating to that learning target will be discarded.
4. Report card grades will be assigned based on descriptors of achievement only. For example, I will not include zeros (for late or missing assignments) in achievement statistics because they are both non-descriptive of learning, and extreme as values. I will use the most recent assessment as an indicator of achievement unless there is an unusual circumstance.
5. Students may initiate a reassessment of a particular Standard or Learning Goal. Students are allowed one reassessment attempt per student per day. Students must meet with the instructor to plan exactly what learning target they want to attempt and how they want to reassess it. Students must demonstrate their attempts to relearn material prior to reassessment. Students may either get help or retake/redo/rework an assessment, but not both on the same day. I hold the right to reassess any learning target at any time. Although scores of zero will not be assigned, “incompletes” also indicate a lack of learning on the part of the student. Credit for the course cannot be awarded without sufficient evidence of learning.
6. Absences are almost unavoidable for both teacher and students. Students are responsible for meeting with the teacher upon their return to class in order to determine what learning was missed and what, if anything, needs to be done in order to make up any assignments. Students will have one day for each day absent to make up the work. Being absent the day before a summative assessment does not excuse the student from participating in the assessment upon return. Please stay in contact via phone and/or e-mail.
Each learning target will be measured on the following scale:
Level Description
4 Demonstrates thorough mastery of the Learning Target and can go beyond what was learned in class.
3 Demonstrates a high level of mastery of the Learning Target, but with some errors
2 Demonstrates understanding, but with significant gaps
1 Attempts at understanding were made, but with little progress
0 No attempt
Final Semester Grades:
A = Student has demonstrated Level 4 or Level 3 for the Learning Targets
B = Student has demonstrated at least Level 3 for no less than 80% Learning Targets
C = Student has demonstrated at least Level 2 for no less than 80% Learning Targets
D = Student has demonstrated at least Level 1 for no less than 80% Learning Targets
F = Student has not attempted all Learning Targets
Biology Semester One Learning Targets:
The student will be able to…
Content Learning Targets:
1. Differentiate between living and nonliving objects.
2. Differentiate between viruses, prokaryotic cells, and eukaryotic cells.
3. Identify the organelles and their function in cells
4. Compare and contrast the processes of photosynthesis and cellular respiration
5. Explain how materials move into and out of cells
6. Explain the process of mitosis
7. Distinguish between DNA, genes, and chromosomes
8. Construct and interpret a monohybrid cross
9. Explain DNA replication and Protein Synthesis
10. Describe how variation occurs through sorting and recombination of genes
11. Explain the advantages and disadvantages of asexual and sexual reproduction
12. Explain how organisms maintain homeostasis
Nature of Science Targets:
1. Distinguish among hypothesis, theory, and law as scientific terms and how they are used to answer a specific question
2. Recognize that in order to be valid, scientific knowledge must meet certain criteria including that it: be consistent with experimental, observational, and inferential evidence about nature, follow rules of logic and reporting both methods and procedures, and be falsifiable and open to criticisms
3. Design and complete a scientific experiment using scientific methods by determining a testable question, making a hypothesis, designing a scientific investigation, with appropriate controls, analyzing data, making conclusions based on evidence and comparing conclusions to the original hypothesis and prior knowledge
4. Distinguish between qualitative and quantitative data
5. Apply mathematics and models to analyze data and support conclusions
6. Identify possible sources of error and their effects on results
7. Provide an example of a need or problem identified by science and solves by engineering or technology
8. Provide an example of how technology facilitates new discoveries and the development of scientific knowledge
9. Recognize the development of scientific advancement, invention, or theory and its impact on society
10. Create a quality science sketch
11. Follow safe scientific procedures
12. Make quality observations
13. Collect multiple types of data accurately
14. Correctly use the metric system to make measurements
15. Use lab equipment correctly
16. Work collaboratively with other students to gather data, analyze data, share information, and complete lab procedures
17. Maintain a science notebook
Almost done with one semester of standards based grading
It is quarter to one in the morning and here I am....posting on what looks like a long forgotten blog. The reality is I think about this blog and all that I am learning about standards based grading every day.
I am doing it!
Not perfectly...but I am making strides forward. I strongly believe like so many have said that you just have to jump off that cliff entirely. There is no having one foot on land and one foot in the boat. Today afterschool I had three students working on a project that assessed their understanding of general genetics. It was due sometime after Thanksgiving... it is now after New Years. Yet there they were working to get it done and turn it in. While working, one student asked me "How much will you be marking this down because it is late?" I replied that it would not be marked down at all and that the important thing is that he is able to show me what he knows. He responded by telling me about a large project he had completed quite late for geography and how after finishing the project and being proud getting it done after procrastinating the teacher informed him that he still earned a failing grade on it because it was late. My heart sank. I have been that teacher before... Not anymore!
I am doing it!
Not perfectly...but I am making strides forward. I strongly believe like so many have said that you just have to jump off that cliff entirely. There is no having one foot on land and one foot in the boat. Today afterschool I had three students working on a project that assessed their understanding of general genetics. It was due sometime after Thanksgiving... it is now after New Years. Yet there they were working to get it done and turn it in. While working, one student asked me "How much will you be marking this down because it is late?" I replied that it would not be marked down at all and that the important thing is that he is able to show me what he knows. He responded by telling me about a large project he had completed quite late for geography and how after finishing the project and being proud getting it done after procrastinating the teacher informed him that he still earned a failing grade on it because it was late. My heart sank. I have been that teacher before... Not anymore!
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