For Student and Parents

Grading in Chemistry and Physics

Grading in Chemistry and Physics is arranged according to the following areas:

• Summative Assessment Grading (The weightings for these areas add up to 90%)

  • Multi-Unit Cumulative Tests (35%)

  • Multi-Unit Projects (Senior ICD and Junior PBL) (20%)

  • Unit Full Lab Reports (35%)

• Unit Learning-To-Learn (L2L) and Retrieval Assignments (10%)

  • Short Introduction Data Labs

  • Practice Assignments

  • 80% Quizzes and Reflections (2 per unit)

Assessment Tools in Chemistry and Physics

3-2-1-0 and 4-3-2-1-0 Grading on Assessment Tools

Standards Grading - Science Skills vs NGSS Standards

The current push in education is "standards referenced grading" or SRG. Unfortunately, in science there is more than one set of standards. The State of Iowa is moving toward implementing NGSS standards in typical public school courses, while the College Board of Exams uses the AP standards in AP science courses. At the present time, the OHS Science Department uses a mix of standards to determine concepts taught in our science courses.

The OHS Science Department is currently involved in a 5-year roll-out of the Next Generation Science Standards. This roll-out is developed and delivered through the Central Rivers Area Education Agency. Parents may have seen standards similar to these being implemented in the math and English curriculums. The standards may be accessed by clicking on the links below. High school NGSS standards include Life, Earth, and Physical Science. Although these standards will eventually need to be covered in the 9th, 10th, and 11th grade science courses, the Osage Science Department staff will continue to maintain its focus on preparing students for future science citizenship and the next levels of science education, while continuing to keep the best interests of our Osage science students in mind.

Parent and Student Concerns Regarding Teaching and Assessment Methods

As a science teacher, I welcome discussions on science teaching pedagogy and grading with administrators, other teachers, concerned parents, and involved students. I expect, however, these discussions occur between informed parties and be influenced by solid research. An unfortunate trend in education is the use of "innovative techniques" which have little if any long-term research backing and result in poor student achievement. These techniques abound on social media sites and so-called "educational resource" sites. As a teacher with over 30 years of classroom experience, I've seen many of these bandwagon educational techniques come and go. My guarantee to students in my classroom is that I will only use science pedagogy and grading techniques with proven long-term educational research backing and solid success records. Any "innovative techniques" in my classroom will administered skeptically and sparingly until their level of usefulness is determined.

If you would like to have a conversation with me regarding the pedagogy and grading in my classroom, please refer to the resources below. After you read these research and thesis articles, we should be able to have an informed discussion regarding any concerns in my classroom.