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 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 "notes check and practice" so that the scores can be communicated to students and parents but are only 5% of the over all letter grade. Often the score is a completion grade and does not indicate the quality of the work, only that an attempt was made. 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 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 a sophisticated understanding 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 understanding 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 understanding 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.
Electronics:
Students are expected to bring their chromebook to class each day, fully charged and ready for use. Cell phones must be kept off or on vibrate and stored away during class unless specific permission is given. Smart watches can not be used for messaging during class. If you need to use your phone for any reason-including texting or making a call-you must ask for permission first. Earbuds/headphones are not allowed during lectures or class activities, even if no audio is playing. Inappropriate use of technology (including smart watches) will be documented in Aeries and communicated to parents/guardians. On a third incidence, administrative action will be taken. Permission must also be requested before recording audio, taking photos, or capturing video.
Bathroom Pass:
Students will be allowed to use the pass at appropriate times for no more than 7 minutes. The first and last 10 minutes of class, as well as while I am talking to the class or students are presenting are off limits. Students who are out of class longer than 7 minutes will be reported to their administrator for disciplinary action. Devices and backpacks will remain in the room while the pass is in use. Only one student may use the pass at a time.
Tardies:
Any student without a pass, not in their assigned seat when the bell rings is considered late. Late students should take their seats and start participating in the day’s lesson. Once we are in work mode and I am able to get to my computer without interrupting the flow of the lesson, check in with me and make sure I’ve changed the absence to tardy. You can turn in any work that was due at the start of class if you have it for full credit at the same time. It is your responsibility to check in and make sure the attendance has been corrected. If you forget and the absence results in a phone call home, send me an email apologizing for not checking in and ask me to please fix aeries for you.
Extra Credit
There is no extra credit of any kind at any time. The only way to improve a grade is to show you understand the content and can do the skills/science practices.
Classwork/lab work Expectations & Procedures:
Missing work submitted late but before the unit exam receives a 3. Missing work must be made up before a test retake and will receive a maximum score of a 2. After the day of the retake, no late work will be accepted and students will receive a 0.
The previous policy does not apply to practice work done in class which is due at the end of the period. Those assignments 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 2 (C) 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 talk to me before they leave. The extension is not automatic.
Students may not resubmit work that has already been scored for a better score. Most assignments build on previous work, so they can take the feedback I give them and improve on future assignments.
When absent, students are expected to check google classroom for the daily post and complete what they can at home. I give instructions about when and how to make up work for what was missed in the post. It is your responsibility to read the daily post in google classroom and follow through with the instructions.
Making up a Missed Exam:
If you miss a unit exam you will be expected to take the exam the day you return unless we’ve made prior arrangements to take it at a different time. Any missing late work can also be turned in for 3 (B) credit that day as well. Students who are gone the day of a test, regardless of the reason, will take an alternative assessment which may be entirely FRQ or a combination of FRQ and MC.
Unit Exam Retakes/redo:
Anyone scoring less than a 3 is encouraged and expected to attend trojan time for additional support/practice and make a second attempt to show they understand the material. There will be one retake a quarter and will be a different set of questions. Before the retake, you must:
Have no missing assignments. Missing work must be completed before a retake will be allowed.
Complete an assessment autopsy (done in class)
fill out the request form posted in google classroom
Complete the reteaching assignment by the deadline.
Failure to complete all parts of the retake process on time will mean you can not retake the exam. There are no “makeups” for retakes. You must be present during the time set aside for the retake. The retake exam score replaces your lowest unit exam score for the quarter. In the unlikely event that you do worse on the retake than you did on the unit exams, the score will be ignored. There is no retake on the final exam. The retake is capped at a score of a 3 (B).
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 will be reported so that the infraction goes on their permanent record.
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. This includes “working together” and submitting identical answers or giving your work to someone else to copy.
Plagiarizing or using AI such as chatGPT.
Getting advance information about quizzes, tests, or examinations from someone who has already taken them.
Using a phone, other electronic device when instructed not to or taking your phone with you to the bathroom during an assessment. I do not allow phones to be used during tests, even if you are done and your test is turned in.
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 because you don’t feel ready.
Lying, or getting your adults to lie for you, about any of the above.
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-.
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:
Labs/Data Analysis (Science Practices 4 and 5) 20% - late submissions for partial credit accepted
Projects and Focus Sheets (Science Practices 1 and 2) 10% - late submissions for partial credit accepted
Exams (Science Practices 1 - 7) 65% - retakes on Unit exams possible but the scores are capped at a 3
Note Checks and Practice Assignments 5%- late submissions for partial credit accepted
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.
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
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.
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.
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.
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.
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.
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.