Grading Policy
Teaching and Learning
Assessment is crucial in responding to the learning needs of my students. I believe that frequent assessment informs my instruction and communicates to students and parents a measurement of understanding. The College Board curriculum provide the content and formative and summative assessments give a clear picture of student progress. Formative assessments improve learning because they show students how they need to improve and provide encouragement in the areas of success. Summative assessments are used to monitor the overall learning and assign a grade.
Formative Assessments/Feedback
Formative assessments and assignments are used to inform students, parents and myself how well they are mastering the standards before taking a summative assessment. They are used as part of the instructional process to provide information needed to adjust teaching and learning while they are happening. Formative assignments can be quizzes but also graphic organizers, practice problems/questions, short videos with imbedded questions, and questions based on readings or notes. Formative assessments are entered into aeries under the category "Feedback" so that the scores can be communicated to students and parents but do not affect the overall letter grade. Often the score is a completion grade and does not indicate the quality of the work, only that an attempt was made on time. Students are expected to take ownership of their own learning and correct their work when we go over the material in class and ask questions (either during class, during trojan time or via email).
Summative Assessment
Summative Assessments measure what students know and are able to do at a particular point in time. In addition to tests a summative assessment can include lab analysis, CER statements, essays, posters, graphs, and one pagers. Students are provided multiple opportunities to practice and get feedback about their progress on practice assignments before being asked to show that they have mastered the material on a summative assessment.
Assessments will be evaluated based on the College Board curriculum for AP Environmental Science. Students’ level of academic proficiency will be reported using the following proficiency Rubric:
4 Advanced Understanding: The student consistently demonstrates mastery of the science practice and shows the ability to apply and transfer learning with depth and complexity. The student exceeds course expectations by providing and citing their own relevant sources beyond those provided to them for research, answering unit essential questions and one pagers. The student is able to analyze, peer review, and effectively critique both their work and the work of others.
3 Proficient: The student demonstrates mastery of the science practice. The student meets course expectations. The student is able to analyze and peer review both their work and the work of others.
2 Approaching: The student demonstrates partial mastery of the science practice. The performance is inconsistent and varies in regards to accuracy and quality. The student will be provided feedback and support during trojan time in order to revise work.
1 Minimal: The student provides little evidence of meeting the science practice. The student is well below course expectations even with support. The student will be provided feedback and additional support during trojan time in order to revise work.
0 No Evidence: The student has not completed a sufficient amount of work to determine a proficiency level.
Assessments are designed so that students can demonstrate both knowledge of the learning objectives but also competency with Skills/Science Practices.
Extra Credit
There is no extra credit of any kind at any time. The only way to improve a grade is to show you have mastered the content.
Late Work
Sometimes, life happens and assignments take longer than expected. Everyone has access to a one week of grace beyond the published deadline; no need to ask. But, if you need more time than one week, you will need to speak directly to me, in person, to ask for an extension beyond the grace week. To qualify for an extension, you must be habitually on task during class. If I agree that you qualify, we will select a date, mark it on the calendar, and that new deadline is firm. No extensions on extensions. If you fail to meet the extended deadline we selected for any reason, or if you go beyond the grace week without asking for an extension, your late work will earn a maximum score of a 2 (C). Requests for extensions must be done by you, the student, not your parents, your counselor or your case carrier if you have one.
This extension policy does not apply to work done in class which is due at the end of the period. Those must be done to the best of your ability and turned in before you leave the room, finished or not. Failure to turn in the assignment will result in a maximum score of a 1 (D) when you do turn it in even if I get it the same day. I do make exceptions for students with IEPs and 504s but they must ask me before they leave. The extension is not automatic.
Make Up Assessments and Retakes
If a student knows they will miss an assessment before it takes place they are expected to let me know (in person or via email) so that we can make arrangements for the make up. If the absence is unexpected they or their adult should email me as soon as possible (preferably day of). This will allow me to make sure they have time to do both the make-up and a retake. If prior arrangements have not been made, students can expect to take the assessment the day they return to class.
Any student scoring less than a 3 on a Unit test is encouraged and expected to attend trojan time for additional support/practice and make a second attempt to show mastery of the material. The retake will be a different set of questions and must be done during trojan time. To earn a retake students must complete all of the following:
Complete the practice test in ap classroom before the deadline (called a PC)
Complete an assessment autopsy (done in class a few days after the test)
Fill out a google form requesting the retake and identifying the two learning objectives they feel they are weakest on.
Do a notebook check with Ms K and flesh out any pages she considers not detailed enough.
Watch the assigned AP Daily Videos by the deadline
there will be somewhere between 3 - 6 videos depending on the learning objectives they've identified on the form.
the deadline is typically the Sunday night before they retake at Tuesday's open Trojan Time.
There are no retakes on the Summative Final Exam.
Academic Dishonesty
Students caught cheating on an assessment will receive a 0 for all parts of that assessment attempt. No retake will be allowed. A note will be made in aeries and a discipline referral will be submitted so that the infraction goes on their permanent record. I will not write a letter of recommendation for students who have any record of academic dishonesty recorded in AERIES regardless of what high school class the infraction occurred in.
I know the pressure to do well is high but please do not compromise your integrity. Cheating is the act of gaining an unfair advantage, or misrepresenting one’s knowledge. It includes, but is not limited to, wrongfully using or taking the ideas or work of another. For example:
Giving or receiving unauthorized aid from another person.
Plagiarizing or using AI such as chatGPT.
Getting advance information about quizzes, tests, or examinations.
Using a phone, other electronic device when instructed not to or taking your phone with you to the bathroom during an assessment.
Using or consulting unauthorized materials or using unauthorized electronic devices.
Intentionally misrepresenting the need for extra time in order to gain more information or choosing to be absent on the due date of a paper, project, quiz or test.
Lying, or getting your adults to lie for you, about any of the above.
Semester Grade
A student's semester grade will be a weighted average of each grade category
A+ 3.90 - 4.0 C+ 2.30 - 2.49
A 3.70 - 3.89 C 1.90 - 2.29
A- 3.50 - 3.69 C- 1.50 - 1.89
B+ 3.30 - 3.49 D 0.50 - 1.49
B 2.90 - 3.29 F anything lower than a 0.5
B- 2.50 - 2.89
Please note: I do not use D+/D- when assigning grades. The student app will show you your average to the hundredth place. You must meet the cut off criterion number to earn a particular letter grade. 3.49 is a B+, not an A.
Grade Categories
Your grade starts on day one of the semester and concludes with the final exam and end of year project. It will be based on your average scores on:
Science Practices: each of the 7 science practices will get assessed 3-5 times a semester. Students may retake Science Practice 1: concept explanation after every unit exam if needed. For science practices 2 - 7 a single retake will be offered for each at the end of the semester to replace their lowest score.
FRQ Exams: 3 during the semester, best 2 of the 3 scores will be used in grade calculations.
Final Exam/Semester Summative Assessment: no retakes or resubmissions allowed. Assesses Science Practices 1-7
Feedback: All science practices will be practiced several times before being assessed. In addition I will report a Habits of Learning Score once a unit. This category is purely formative and does not get used in grade calculations.
Science Practices for AP Environmental Science
The college board has identified 7 science practices that they assess on the AP Environmental Science Exam in May. To do well on the exams, students must not only know the essential knowledge of each learning objective but also need to be able to show that they can apply it in questions that address one of the science practices.
- Concept Explanation- assessed on unit Exams and FRQs
Explain environmental concepts, processes, and models presented in written format.
1.A. Describe environmental concepts and processes
1.B. Explain environmental concepts and processes
1.C. Explain environmental concepts, processes, or models in applied contexts
2. Visual Representations- assessed on unit Exams
Analyze visual representations of environmental concepts and processes.
2.A. Describe characteristics of an environmental concept, process, or model represented visually.
2.B. Explain relationships between different characteristics of environmental concepts, process, or models represented visually: in theoretical contexts and Implied contexts.
2.C. Explain how environmental concepts and processes represented visually relate to broader environmental issues.
3. Text Analysis- assessed through case studies, Labs and the Final Exam
Analyze sources of information about environmental issues.
3.A. Identify the author's claim.
3.B. Describe the author's perspective and assumptions.
3.C. Describe the author's reasoning (use of evidence to support a claim)
3.D. Evaluate the credibility of a source (recognize bias and scientific accuracy)
3.E. Evaluate the validity of conclusions of a source of research study.
4. Scientific Experiments- assessed in lab and on FRQs
Analyze research studies that test environmental principles.
4.A. Identify a testable hypothesis or scientific question for an investigation.
4.B. Identify a research method, design, and/or measure used.
4.C. Describe an aspect of a research method, design and/or measured used.
4.D. Make observations or collect data from laboratory setups.
4.E. Explain modifications to an experimental procedure that will alter results.
5. Data Analysis- assessed on unit Exams, Labs and on FRQs
Analyze and interpret quantitative data represented in tables, charts, and graphs.
5.A. Describe patterns or trends in data.
5.B. Describe relationships among variables in data represented.
5.C. Explain patterns and trends in data to draw conclusions.
5.D. Interpret experimental data and results in relation to a given hypothesis.
5.E. Explain what the data implies or illustrates about environmental issues.
6. Mathematical Routines- assessed on unit Exams and FRQS
Apply quantitative methods to address environmental concepts.
6.A. Determine an approach or method aligned with the problem to be solved.
6.B. Apply appropriate mathematical relationships to solve a problem, with work shown (ie dimensional analysis).
6.C. Calculate an accurate numeric answer with appropriate units.
7. Environmental Solutions- assessed on unit Exams and FRQs
Propose and justify solutions to environmental problems.
7.A. Describe environmental problems.
7.B. Describe potential responses or approaches to environmental problems.
7.C. Describe disadvantages, advantages, or unintended consequences for potential solutions.
7.D. Use data and evidence to support a potential solution.
7.E. Make a claim that propose a solution to an environmental problem in an applied context.
7.F. Make a claim that propose a solution to an environmental problem in an applied context.
Habits of Learning
Habits of Learning Reporting - HOLs do not contribute to your academic grade, but are important in understanding areas of strength and opportunities for growth. HOLs will be reported every unit.
Target: I attend class, and I have the materials and the mindset to learn.
This habit prevents me from being able to learn or function in this class.
This habit inhibits my learning and/or the class environment.
This habit supports my learning and/or the class environment.
This habit enhances my learning and/or the class environment.
Examples of a 1 would be missing notes, not having or needing to go get their notebook/electronic device, not correcting work when given an answer key, not making up work when absent or being distracted by phone use even with intervention.
Examples of a 2 would be incomplete assignments, having trouble being on pace without intervention, is distracted by phone or classmates, needs reminders or intervention to make up missing work due to absences, does not routinely check work or correct it.
Examples of a 3 would be completing all assignments in class without intervention, following written and/or verbal directions during lab activities, making corrections to work but only after intervention, or completing work missed due to excused absences in a timely manner. Following all device and bathroom pass procedures with reminders.
Examples of a 4 would be making corrections to work, being proactive and seeking help for misunderstandings, having an effective strategy to prepare for large assessments, communicating with me the day a test is missed to schedule the makeup. Following all device and bathroom pass procedures without reminders.
Target: I am a productive, contributing member of any team or group I am in.
This habit prevents me from being able to learn or function in this class.
This habit inhibits my learning and/or the class environment.
This habit supports my learning and/or the class environment.
This habit enhances my learning and/or the class environment.
Examples of a 1 would be choosing not to participate with the group, being distracted from the group’s goals and/or distracting others from those goals, not completing assigned tasks and impeding group from finishing on time.
Examples of a 2 would be participating inconsistently, having to be reminded by group members or the teacher to stay on task, not completing assigned tasks.
Examples of a 3 would be offering suggestions to solve problems the group encounters, being on task with group goals, demonstrating effort to help the group complete the task on time. I actively participate in any cleanup that is required.
Examples of a 4 would be actively participating, sharing many ideas related to the group’s goals, thoroughly completing assigned tasks, encouraging/supporting members of the group who are confused or struggling to understand the assigned task without taking over. I actively participate in any cleanup that is required without reminders.