In science our focus is on growth and developing your skills. Science is a skills-based discipline, so you will be assessed in skill areas. The science standards will be used as a tool to teach these skills. Earning points and behavior are not factors that will be
included in your science grade. Instead of points, your progress will be tracked with levels of understanding.
The Ohio Science Standards will be the tool to learn the skills of a scientist. Each quarter content from the state standards will be used to teach the science skills. Students will have opportunities to demonstrate their learning and growth in Life science, Earth and Space science and Physical science.
(7th Grade Standards begin on page 153 and 8th Grade Standards begin on page 181 of this linked document.)
In 7th grade we will begin with Physical science, then Earth and Space science and finish the year with Life science.
In 8th grade we will begin the year with Physical science, then Earth Science and end the year with Life Science standards.
Mastery Grading Compared to Traditional Grading
What may look the same?
The focus is on learning and improving skills and content knowledge.
Students will receive written feedback on all assignments. (Check the comments on digital assignments.)
Students will have conversations on a regular basis with Mrs. Kountz about their progress.
Students will be learning content and skills that are based upon the Ohio Science Learning Standards.
What may look different?
Rubrics will be used to indicate how the student is progressing within that science skill.
Students will be assessed on an ongoing basis to demonstrate growth.
Students have the ability to make revisions to demonstrate further learning.
When you view Infinite Campus there will be two types of categories, practice and assessment. Practice assignments students are able to revise using feedback. Assessments can be retaken if students have completed all of the practice work.
Formative assignments are the practice. Just like learning any new activity or sport, you have to practice before a game or competition. This is the time to try, make mistakes and get better.
Student behavior will not factor into grades. Grades will be solely based upon demonstrating learning.
Feedback and the Power of YET
The best way to learn is to try and then get feedback on your attempt. Yet is a powerful word in this learning process. I don't have a skill or knowledge, yet. Anytime that we are learning something new it takes time and we make mistakes along the way. This is true when learning an instrument, playing a video game, trying a new recipe or dance move. We take what we did on the first attempt and use feedback to make progress on the second (third, fourth ...) attempt at that level of the game, piece of music, the recipe or dance move. Just because we don't have it YET, doesn't mean that we won't get there with time and practice.
As students are learning in science they will receive written and verbal feedback about their progress. Feedback will focus on the positives and provide areas and methods for improvement.
Why Mastery Grading?
In Mastery Grading, understanding not behavior is what a grade should measure. Grades will reflect the level of mastery of the science skills, not behavior choices of the student. The major rule with mastery learning (or standards-based grading) is that behavior judgements are not a part of the grade. In his book Fair Isn't Always Equal, Rick Wormeli explains that, "grades should be clear, undiluted indicators of what students have learned (according to a) fair and developmentally appropriate curriculum." The grade for this class will be based on evidence of understanding that the student provides for each science skill category.
The attached docs clarify the grading system for this class.
Differentiation
There is an issue with the scenario presented above, was the homework assigned really what each student needed to improve their skills and content knowledge? This is where differentiation comes into play. Not all students need the same thing all the time. Students will take a pre-assessment before each unit so that a baseline of understanding is established. If a student already has the skills and knowledge, then they do not need that particular practice. Student assignments will look different and the amount of assignments also might be different based upon each individual student's need.
Resources
Elise Burns and David Frangiosa (Going Gradeless)
Joe Feldman (Grading for Equity)
Rick Wormeli (Fair Isn't Always Equal)
Tom Schimmer (Grading from the Inside Out)
Ken O'Connor (A Repair Kit for Grading: 15 Fixes for Broken Grades)