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Hybrid Standards Based Learning
Hybrid Standards Based Learning
Assessment is crucial in responding to the learning needs of all my students. I believe that frequent assessment informs my instruction and communicates to students and parents a measurement of understanding. I know the word "assessment" sounds scary, but as you keep reading you will see that this encompasses many different types of assignments. The College Board curriculum provides 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 areas of success. Summative assessments are used to monitor the overall learning of a particular science practice.
Hybrid Standards-Based Grading
I use, along with the other advanced science courses at CVHS, standards-based grading and reporting to communicate students' progress and information about student achievement. The overall course grade will be a numeric score for each of College Boards 6 science practices for AP Biology that are later converted into a letter grade. The overall course grade is based on student performance on summative assessments and my professional analysis of student growth.
Formative Assessments
Formative Assessments
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, instead of it being too late.
Formative assessments include but are not limited to; graphic organizers, practice problems/questions, short videos with embedded questions, and questions based on readings or notes.
These assessments are entered into Aeries so that the scores can be communicated to students and parents but do not affect the overall grade. Often the score is a completion grade and does not indicate quality of 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 material in class and to ask questions (either in class, during trojan time, or via email. I am here to help, so please ask questions!
Summative Assessments
Summative Assessments
Summative Assessments measure what students know and are able to do at a particular point in time. In addition to tests/quizzes a summative assessment can include but is not limited to 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 and quizzes before the summative assessment of a standard takes place.
Assessments will be evaluated based on the College Board curriculum for AP Biology. Students' level of academic proficiency will be reported for each science practice using the following proficiency scale:
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, 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 the 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.
Science Practices for AP Biology
Science Practices for AP Biology
The College Board has identified 6 science practices that they identify on the AP Biology exam in May. Students will be assessed on these same science practices for the grade they earn in AP Biology as well.
1. Concept Explanation
1. Concept Explanation
Explain biological concepts, processes, and models presented in written format.
1A. Describe biological concepts and/or processes.
1B. Explain biological concepts and/or processes.
1C. Explain biological concepts, processes, and/or models in applied contexts.
2. Visual Representations
2. Visual Representations
Analyze visual representations of biological concepts and processes.
2A. Describe characteristics of a biological concept, process, or model represented visually.
2B. Explain relationships between characteristics of biological concepts, processes, or models represented visually
a. in theoretical contexts.
b. in applied contexts.
2C. Explain how biological concepts or processes represented visually relate to larger biological principles, concepts, processes, or theories.
2D. Represent relationships within biological models, including
a. mathematical models.
b. diagrams.
c. flow charts.
3. Questions and Methods
3. Questions and Methods
Determine scientific questions and methods.
3A. Identify or pose a testable question based on an observation, data, or a model.
3B. State the null and alternative hypotheses, or predict the results of an experiment.
3C. Identify experimental procedures that are aligned to the question, including
a. identifying dependent and independent variables.
b. identifying appropriate controls.
c. justifying appropriate controls.
3D. Make observations, or collect data from representations of laboratory setups or results. (Lab only; not assessed)
3E. Propose a new/next investigation based on
a. an evaluation of the evidence from an experiment.
b. An evaluation of the design/methods.
4. Representing and Describing Data
4. Representing and Describing Data
Represent and describe data.
4A. Construct a graph, plot, or chart (X,Y; Log Y; Histogram; Line; Dual Y; Box and Whisker; Pie).
a. Orientation
b. Labeling
c. Units
d. Scaling
e. Plotting
f. Type
g. Trend line
4B. Describe data from a table or graph, including
a. identifying specific data points.
b. describing trends and/or patterns in the data.
c. describing relationships between variables.
5. Statistical Tests and Data Analysis
5. Statistical Tests and Data Analysis
Perform statistical tests and mathematical calculations to analyse and interpret data.
5A. Perform mathematical calculations, including
a. mathematical equations in the curriculum.
b. means.
c. rates.
d. ratios.
e. percentages.
5B. Use confidence interval and/or error bars (both determined using standard errors) to determine whether sample means are statistically different.
5C. Perform chi-square hypothesis testing.
5D. Use data to evaluate a hypothesis (or prediction), including
a. rejecting or failing to reject the null hypothesis.
b. supporting or refuting the alternative hypothesis.
6. Argumentation
6. Argumentation
Develop and justify scientific arguments using evidence.
6A. Make a scientific claim.
6B. Support a claim with evidence from biological principles, concepts, processes, and/or data.
6C. Provide reasoning to justify a claim by connecting evidence to biological theories.
6D. Explain the relationship between experimental results and larger biological concepts, processes, or theories.
6E. Predict the causes or effects of a change in, or disruption to, one or more components in a biological system based on
a. biological concepts or processes.
b. a visual representation of a biological concept, process, or model.
c. data.
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