Evans - Grading Policies

Goal Based Grading

During this year, you will be learning information related to many concepts in physics. In this course, a non-traditional goal-based assessment system is used. Rather than using a point system to record scores on various assignments, quizzes and tests, you must demonstrate your level of mastery on various learning goals. For example, instead of getting one grade for a quiz (such as an 83% or a 78%) that may cover many topics, you will be scored on individual learning goals (with a N, S, P, or M) such as, I can interpret/draw position vs. time graphs for an object moving with constant velocity. Rubrics that list the learning goals and define achievement levels of each will be provided to you and used for tracking your progress. As physics is a cumulative learning experience (there are no units that are independent and dont affect future units), there will be many opportunities for you to demonstrate mastery on earlier goals. This sounds wonderful, doesnt it? On the other hand, this means that there will also be plenty of opportunities for you to demonstrate that you have forgotten earlier learning goals. If this regrettable situation occurs, your score on that particular goal will fall. Thus, you cannot expect to cram for a particular assessment, forget what you have learned, and never think about it again. If you have really mastered something, you should be able to do it more than once. This class is not here for you to be exposed to information one time and then forget about it. This is meant to help you build a deep understanding of the learning goals in the class. It is always a good idea to repeatedly check to see how well you understand something so that you can carry your knowledge forward, not leave it behind. Grades will be assigned based on your mastery of the learning goals only. Grades will not be affected by issues such as lateness of work, effort, attitude, participation, and attendance. Those factors are still VERY IMPORTANT and will be reported separately.

In-Class Assessment

Weekly cumulative teacher-initiated assessments will be given in class to give you an opportunity to show off your skills. All goals that have been introduced up until the assessment are fair game. These may range in length from 10 minutes (short quiz) to most of a class period (test) depending on what is appropriate at that point in the class.

Outside-of-Class Assessment

There will be an opportunity each week for you to apply for an extra test to show off the skills of your choosing. To qualify for one of these extra tests, you will need to do the following: Make corrections to your work on old assessments. Do extra practice on the relevant skills (in ADDITION to the corrections). Apply for the extra test by filling out the application on our class website. (If you dont have access to the internet at home, I will have copies available in the room to do by hand.) Applying for an outside-of-class assessment must be done by each Tuesday. Extra tests will be given on Thursdays so that you can get feedback before the weekend. I want to emphasize that outside-of-class assessment is a privilege and should be treated as such. That means you should take care to answer the application questions seriously and specifically. I will likely ask you to elaborate on something if I dont understand your thinking or would like you to reflect on something a bit more. Students who are most successful on these extra tests usually check their practice with me a day or two before the test. Remember that on any test, including one that you ask to take, your standing can go up or down, even on goals that you werent specifically targeting In addition, an alternative way of assessing may be accepted if the work is pre-contracted between you and me. Here are some ways to assess: rework assessment questions, answer new questions (probably in more detail), answer directed questions in class, blog about it, talk with me 1-on-1, and many more -rap about it, write a play, what else? The policies below will help us keep this process organized: 1. One outside-of-class assessment per week for up to five goals. 2. You must know exactly which goals/s you would like to attempt and how you would like to assess these (worked out with me in advance via my application [later in packet]) , and have evidence showing how you prepared for the reassessment. 3. An attempt is a testing situation and must be taken seriously under penalty of ejection. 4. All assessments are subject to the teachers discretion. 5. Outside-of-class assessments are not allowed within one week of the end of the trimester.

Evans - Grading Policies

Trimester Grades

Only goals introduced and assessed about a week or two before the end of the trimester will count for that trimester (though we will continue with new material in class). Near the end of each trimester, you will meet with me individually to discuss your progress and to assign a formal grade. We will look over all that you have learned and Cumulative trimester grades will be given as follows: Grade D D+ C C+ B B+ A A+ Core Goals (C) Mastery Mastery Mastery Mastery Mastery Mastery Mastery Progressing Mastery Progressing Mastery Pro Mastery Progressing Pro Advanced Goals (A)

Mastery in all goals and synthesis of ideas to new situations

In order to be eligible for above an A+ a student must not only meet all class goals individually but will have to do something extra with those skills/goals. Students should be able to make connections between units/models and be able to explain when and where they apply to different situations. I will make this decision based on the thoroughness, accuracy, coherency, and originality of your work. Some other indicators of A+ work include: ...demonstrated full understanding of multiple skills by thoroughly and clearly articulating my thinking with no errors ...demonstrated understanding in multiple ways (math, prose, graphs, diagrams) ...applied this understanding to a new scenario or made connections to other knowledge ...applied multiple models to a problem and understand when/where they apply.

For each learning goal, you will be scored using the following scale:
My response shows I understand the important things about the content/skills and can explain them in detail. Mastery (M) yes I could be a peer teacher. I have high confidence on how to do this skill and can explain/teach it to another student. I can have a conversation about this skill or create something new with it. -I can accurately show when and where a model applies -I can clearly drawn a diagram and multiple representations that accurately demonstrate my understanding -I used correct units and shown work sequentially with minimal (minor) mathematical errors -I write detailed prose to demonstrate understanding that is grammatically and scientifically accurate -I have demonstrated accurate and logical reasoning My response shows I have a general understanding of the content/skills, but Im also confused about some important parts. I have confidence on how to do this skill on my own some of the time, but I need to continue practicing parts that still give me problems. I need my handouts and notes once in a while. -I have shown some understanding but am missing one or more of the requirements to be considered Mastery My response shows I do not understand the concept/skills. I need help from my peers or teacher to do the skill correctly and I do not feel confident enough to do this skill on my own without more instruction. I need my handouts and notebook most of the time. -I have shown minimal understanding and cannot perform this skill without support No Evidence (N) I do not provide a response to show my level of understanding. I havent done anything to show what I know/can do.

Progressing (P) on my way...

Starting (S) need support

Note: Not all indicators are applicable to every goal. However, these should give you an idea of what is expected to show your understanding for a goal. Also, in order to be considered mastery (M) for an advanced (A) goal you will have to answer the applicable question/s correctly.

Evans - Grading Policies

How to keep track of your LEARNING (using ActiveGrade)

We will be using an alternate software called ActiveGrade to keep track of your progress and overall grade. ESIS will only be used to enter mid-trimester and end of trimester letter grades. To see your current standing you should check ActiveGrade. Using this program will allow you to easily see what skills you need to work on. In order to check your progress on ActiveGrade you will need to register one email address to be used by you AND your parent/guardian. If you do not already share an email, you can create a new one at www.gmail.com that you and your parent/guardian know the password to.

Setting up an email account with ActiveGrade

Once you have an email address, please send me a message (sevans@maumeek12.org) using it...in the subject line of the message enter your name. Once I receive your message I will enter your email address into the ActiveGrade system. To log into ActiveGrade, go to the website www.activegrade.appspot.com/maumeescience The first time you log in, just enter your email address (the one you sent me) as the username and leave the password blank. You will be prompted to enter a password of your choosing. You will see a screen in which you can review your current standing for each goal as well as a list of all assessments and how you performed on these. ActiveGrade will give you an idea of what your overall grade is so far, but will not tell you definitively what your end of trimester grade will be since it can change when your understanding changes. Focus less on your grade and think about what goals you need to work on. See example below.

----------------------------------------------------------------------------------------------------------------------------------------------------Please sign below to acknowledge that you have read and understand the grading policies outlined. Student _______________________________ Date _______________ Parent ________________________________ Date _______________