Standard Based Grading*

During this school year, you will be learning knowledge and concepts related to many topics in Biology. In this course, a standard-based assessment system will be used. Rather than using a point system to record scores on various assignments, quizzes and tests, you must demonstrate your level of mastery on various learning goals or standards. For example, instead of getting one grade for a quiz (such as an 83% or a 78%) that may cover many topics, you will be scored on individual learning goals (with a N, S, P, or M) such as, I can look at micrographs and diagrams of organelles and correctly id them. For each unit you will be given a checklist that explains the learning standards and define achievement levels. Biology is cumulative learning experience (there are no units that are independent and dont affect future units), there will be many opportunities for you to demonstrate mastery on earlier goals. This sounds wonderful, doesnt it? On the other hand, this means that there will also be plenty of opportunities for you to demonstrate that you may have forgotten earlier learning standards. If this regrettable situation occurs, your score on that particular goal will fall. Thus, you cannot expect to cram for a particular assessment, forget what you have learned, and never think about it again. If you have really mastered something, you should be able to do it more than once. This class is not here for you to be exposed to information one time and then forget about it.

This is meant to help you build a deep understanding of the learning goals in Biology. It is always a good idea to repeatedly check to see how well you understand something so that you can carry your knowledge forward, not leave it behind. Grades will be assigned based on your mastery of the learning goals only. Grades will not be affected by hissues such as lateness of work, effort, attitude, participation, and attendance. Those factors are still VERY IMPORTANT and will be reported separately. In-Class Assessment Teacher-initiated assessments will be given in class to give you an opportunity to show off your masterylevel of standards. All standards that have been introduced up until the assessment are fair game. These may range in length from 10 minutes (short quiz) to most of a class (test) depending on what is appropriate at that point in the class.

Outside-of-Class Assessment There will be an opportunity every week for you to apply for an extra assessment to show off the skills of your choosing. To qualify for one of these extra tests, you will need to do the following: Make corrections to your work on old assessments. Do extra practice on the relevant skills (in ADDITION to the corrections). Apply for the extra test by filling out the application on our class website. (If you dont have access to the internet at home, I will have copies available in the room to do by hand.) Applying for an outside-of-class assessment must be done by each Tuesday. Extra tests will be given on Thursdays. I want to emphasize that outside-of-class assessment is a privilege and should be treated as such. That means you should take care to answer the application questions seriously and specifically. I will likely ask you to elaborate on something if I dont understand your thinking or would like you to reflect on something a bit more. Remember that on any test, including one that you ask to take, your standing can go up or down! The policies below will help us keep this process organized: 1. One outside-of-class assessment per week for up to five goals. 2. You must know exactly which goals/s you would like to attempt and how you would like to assess these and have evidence showing how you prepared for the reassessment. 3. An attempt is a testing situation and must be taken seriously. 4. All assessments are subject to the teachers discretion. 5. Outside-of-class assessments are not allowed within one week of the end of the term or semester.

Term Grades
Only goals introduced and assessed about a week or two before the end of the term will count for that term (though we will continue with new material in class). Near the end of each term, you will meet with me individually to discuss your progress and to assign a formal grade. We will look over all that you have learned and Cumulative term grades will be given as follows:

Grade I 60 C 70 C+ 75 B 86 A 95 A 100 A

Core Standards Advanced Goals Progressing Starting or No Evidence Mastery Progressing Starting or No Evidence Mastery Starting or No Evidence Mastery Progressing Mastery Mastery Progressing Mastery Mastery Mastery in all standards and synthesis of ideas to new situations

In order to be eligible for a 100% a student must not only meet all class standards individually but will have to do something extra with those skills/goals. Students should be able to make connections between units/systems and be able to explain when and where they apply to different situations. I will make this decision based on the thoroughness, accuracy, coherency, and originality of your work. Some other indicators of 100% work include: ...demonstrated full understanding of multiple skills by thoroughly and clearly articulating my thinking with no errors ...demonstrated understanding in multiple ways (math, prose, graphs, diagrams) ...applied this understanding to a new scenario or made connections to other knowledge ...applied multiple models to a problem and understand when/where they apply.

Standard Based Grading For each learning standard, you will be scored using the following scale
Level Descriptors

Mastery
(M) yes, exactly

I could be a peer teacher. I have high confidence on how to do this skill and can explain the standard to another student. I can have a conversation about this concept or create something new with it.

I can
Clearly draw a diagram and multiple representations that accurately represent the learning standard. Write detailed prose to demonstrate understanding that is grammatically and scientifically accurate. Apply concepts to new unknown situations Identify and create unique connections and differences between concepts

Progressing
(P) on my way

I have confidence on how to complete this skill on my own, some of the time, but I need to continue some parts that are still giving me problems. I need my handouts, notes or teacher assistance once in a while. I can Create answers to the I can statements that are a mix of understanding and memorized words and phrases Can make limited connection among concepts, but usually only the ones discussed in class

My response shows I do not understand the concept or skills. Starting (S) need support
I need help from my peers or teacher to do this standard correctly and I do not feel confident enough to do this skill on my own. I need my handouts and notes most of the time. I can Create answer that shows a limited understanding or partial knowledge of concepts. Communicate understanding in an unclear or confusing manner

No Evidence

I do not provide a response to show my level of understanding. I cannot provide evidence to show what I know/can do. Or Evidence is lacking due to absences or non-completion of assignments.

*Adapted and modified from work of Sam Evans, Kelly Oshea, Terry Elbert and Brian Bennett