tag:blogger.com,1999:blog-8753011873410854596.post2036422818873673327..comments2023-12-20T09:23:04.085-06:00Comments on Adventures with the Lower Level: Revising My Grading One (?) More TimeTracie Schroederhttp://www.blogger.com/profile/10237663751076265379noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-8753011873410854596.post-45085930066356696472012-08-07T14:43:37.445-05:002012-08-07T14:43:37.445-05:00I think the 1 is key. Even though it means "n...I think the 1 is key. Even though it means "no" instead of "very no", and even though the system really is still binary once you get down to a number grade, the 1 is pretty essential. If it were just yes or no, students would feel a lot more upset with not getting the "yes" on an objective because having no clue would feel basically the same as making a sign mistake (or something like that). That's my experience with a very similar system, anyway.<br /><br />I'm also right there with you on units, etc. For problem solving objectives (my "B" objectives), your work has to be perfect for the 2. Anything at all that isn't perfect, even units or arithmetic, and I want to see you do another one. On core objective (my "A" objectives), that doesn't usually matter because they are mainly about drawing diagrams. On summative assessments (semester exams), though, that perspective changes. Then I'm looking as best I can for understanding and am more forgiving of non-conceptual mistakes. On the formative ones, though (every other quiz/test during the year), I'm a crazy "hard grader". <br /><br />Finally, the core objectives are a great selling point when talking to parents, especially. It's a promise that you're going to make sure every kid learns at least that much Chemistry this year. You will reach out with help and support, give lots of opportunities for assessments—anyone who is committed and puts in the work will learn that minimum amount of the most important ideas in the class. With number grades, you really don't make that kind of promise (at least, I sure didn't!), even if every kid was getting a "decent" grade.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-8753011873410854596.post-88749685971302593732012-08-03T12:00:08.228-05:002012-08-03T12:00:08.228-05:00Hey Bryna
Haha, actually, I just posted about how ...Hey Bryna<br />Haha, actually, I just posted about how I completely missed Kelly's post last year! I wish I had, I would have saved some frustration :)<br /><br />My minimum (gold) standards aren't necessarily easier. I want them to be those overarching themes that just keep coming up. Conservation of mass is the first idea we talk about. Then it comes up again. And again. My feeling is that if a kid can't apply LOC to various situations, then he hasn't really learned enough about chemistry and shouldn't get a credit that says he has.<br /><br />Those are my "gold" standards. You have to get those to pass. Now, to get an "A", you have to do the capstones. I don't really have any projects in mind at this point. I am considering coming up with a question for Unit 1 and having everyone do some type of project just to give them an idea of what I expect. My kids come to me with zero science skills (don't get me started) and I really don't think they will be able to do this without a little guidance. <br /><br />I would love to collaborate with you. I will get my standards typed out this afternoon and get them shared.Tracie Schroederhttps://www.blogger.com/profile/10237663751076265379noreply@blogger.comtag:blogger.com,1999:blog-8753011873410854596.post-38662759456243799852012-08-03T10:00:21.015-05:002012-08-03T10:00:21.015-05:00I'm sure you probably know of what Kelly O'...I'm sure you probably know of what Kelly O'Shea is doing with SBG in her physics class - what you are proposing sounds very similar, and I myself am thinking about implementing some variation of this. She also has some minimum standards (I think they are her "A" standards) that everyone must meet to pass the class, and some higher level standards (her "B" standards). If I remember correctly, meeting all the minimum standards means you've earned a 70. Meeting the higher level standards earns between a 70 and 90 (meet half of the higher level ones and all the minimum standards = an 80) and the final 10% comes from something similar to your capstone projects. Here's a link to her an SBG post on her blog that describes this in much more detail than I have: <br /><br />http://kellyoshea.wordpress.com/2011/08/02/conjunctive-standards-based-grading/<br /><br />I think this idea of minimum standards to pass the class and higher level ones to show you really know what you're doing makes a lot of sense.<br /><br />I personally am still a bit stuck at the beginning step of trying to figure out what I want my minimum standards to be and also how to describe my standards in a way that will be clear to me, my students, and my administration that students are (or are not) meeting a particular standard.<br /><br />Are you willing to share what you have for your standards (or even collaborate)? (I too use the Modeling Chemistry curriculum, so at least we are covering the same material and in the same order/manner.)<br /><br />Also, for the capstone projects that you mention you might use... Do you have specific projects in mind? I really like that idea as well, but since I don't have anything lined up, I might just do some basic SBG without the capstone for this year and incorporate it next year...Bryna Goecknerhttps://www.blogger.com/profile/06311964051653908828noreply@blogger.comtag:blogger.com,1999:blog-8753011873410854596.post-56583561078077442832012-08-02T15:43:55.907-05:002012-08-02T15:43:55.907-05:00I like the Gold and Blue standards. I would avera...I like the Gold and Blue standards. I would average out the scores for Blue and Gold. I'm going to keep thinking on this because I see it translating to my AVID class.BKhttps://www.blogger.com/profile/12880121067443145641noreply@blogger.com