Grading, Mastery, and Learning Targets:
Grades in this class are based on proficiency. This means that the grade a student earns in this class depends primarily on that student demonstrating, in a variety of ways, that they have learned specific content or mastered requisite skills. In essence, they have to really show what they know to earn a grade. What a student is required to learn is clearly outlined for the student in the form of “Learning Targets.” All Learning Targets are based on the Next Generation of Science Standards, Oregon state standards, and Common Core Literacy Standards.
Classwork, Homework and Skills:
30% of a student’s grade is based on work students do to prepare themselves to demonstrate their mastery or understanding of the Learning Targets. This includes homework, activities done in class (classwork) and success skills. Classwork could include things like laboratory investigations, modeling, question or problem sets, discussions, concept maps, participation in class activities, and informal presentations. Success skills include things like on-time work completion, organization, preparedness for class, and practical lab skills. Students can use this work and feedback on it to judge their day to day progress toward mastery of a Learning Target.
Assessments and Learning Target Mastery:
70% of a student’s grade is based on demonstrating mastery of Learning Targets. A student’s mastery of a Learning Target is demonstrated through one or more assessments. Assessments are designed to allow students to demonstrate to the teacher that they have mastered the Learning Targets in each Unit. And, if student does not first succeed on the assessment of a specific Learning Target, they will be allowed to re-assess to demonstrate proficiency, within two weeks of the first attempt. In addition, students can earn a better score on a past learning target on the semester and final exam.
Assessments can take many forms: traditional tests or essays, lab reports, presentations (oral, video, animation or podcast), and one-on-one conversations with teachers are all examples of assessments that could be used. The nature of the Learning Target being assessed determines the type of assessments. Students are also encouraged to propose their own methods of assessment to the teacher. For example, a student who struggles with test anxiety might propose that she be allowed to demonstrate understanding of the of content in a presentation with the teacher and another staff member.
Grades in this class are based on proficiency. This means that the grade a student earns in this class depends primarily on that student demonstrating, in a variety of ways, that they have learned specific content or mastered requisite skills. In essence, they have to really show what they know to earn a grade. What a student is required to learn is clearly outlined for the student in the form of “Learning Targets.” All Learning Targets are based on the Next Generation of Science Standards, Oregon state standards, and Common Core Literacy Standards.
Classwork, Homework and Skills:
30% of a student’s grade is based on work students do to prepare themselves to demonstrate their mastery or understanding of the Learning Targets. This includes homework, activities done in class (classwork) and success skills. Classwork could include things like laboratory investigations, modeling, question or problem sets, discussions, concept maps, participation in class activities, and informal presentations. Success skills include things like on-time work completion, organization, preparedness for class, and practical lab skills. Students can use this work and feedback on it to judge their day to day progress toward mastery of a Learning Target.
Assessments and Learning Target Mastery:
70% of a student’s grade is based on demonstrating mastery of Learning Targets. A student’s mastery of a Learning Target is demonstrated through one or more assessments. Assessments are designed to allow students to demonstrate to the teacher that they have mastered the Learning Targets in each Unit. And, if student does not first succeed on the assessment of a specific Learning Target, they will be allowed to re-assess to demonstrate proficiency, within two weeks of the first attempt. In addition, students can earn a better score on a past learning target on the semester and final exam.
Assessments can take many forms: traditional tests or essays, lab reports, presentations (oral, video, animation or podcast), and one-on-one conversations with teachers are all examples of assessments that could be used. The nature of the Learning Target being assessed determines the type of assessments. Students are also encouraged to propose their own methods of assessment to the teacher. For example, a student who struggles with test anxiety might propose that she be allowed to demonstrate understanding of the of content in a presentation with the teacher and another staff member.
Translation to Letter Grades:
Throughout a semester, a student will be assessed, and given the opportunity to re-assess, on Learning Targets. There are limits to these opportunities, however. For instance, a student will be allowed up to two re-assessments before a parent conference is required. Each re-assessment score will be weighted less than the first attempt, at 90%. This discourages students from manipulating the opportunity to reassess, and to try their best to get it right the first time. If a student does not have an excused absence for an assessment day, they may still take the assessment but will only be allowed a maximum score of a 4/7 (C). Also, if a student wants to re-assess on a particular learning target they did not pass the first time, they will need to do this within two weeks, and show evidence of studying (note cards, test corrections, etc) before being allowed to take the assessment. These opportunities will be mostly available outside of class time.
For each Target the student will be given a score on the 1-7 scale. Their scaled score over the semester will be determined by averaging the scores for each Learning Target assessment. For example, if a student earns a 4 on the first target, a 5 on the second, and a 6 on the third, the overall score for semester one will be a 5/7. This assessment grade (70% of the cumulative grade) will be translated into a letter grade/percentage. This is combined with the classwork/homework grade (30% of the cumulative grade) to produce the overall grade for the semester. The scale is translated into letter grades using the chart below.