Standards-Based Grading
A different type of scoring system (grading) is used in this course. Rather than counting points for assignments completed, such as tests and homework, and for participation or effort, grades are based solely on the evaluation of student understanding of the learning targets and topics for the unit. This type of scoring is referred to as standards-based grading (SBG) because students are evaluated based on their achievement of the standards (learning targets) for the course.
Student understanding is rated on a scale from 1-5 and these scores are translated into letter grades using the conversion charts below. Student progress will be monitored using a google spreadsheet for each student. These will be shared with the student, so he or she will always have access to the scores and know where he or she stands in the class.
AP Biology will follow a slightly modified version of this system which has been shared with the students in class and can be seen here.
Student understanding is rated on a scale from 1-5 and these scores are translated into letter grades using the conversion charts below. Student progress will be monitored using a google spreadsheet for each student. These will be shared with the student, so he or she will always have access to the scores and know where he or she stands in the class.
AP Biology will follow a slightly modified version of this system which has been shared with the students in class and can be seen here.
Reassessment and Gradebook
Assignments are not listed in the gradebook, but are instead replaced with topics. Each topic within a unit is scored on a topic scale and includes several learning targets. Students are given this information at the beginning of the unit so that they are always aware of the learning outcomes that are expected.
Because we are using a standards-based grading scheme, students scores can increase or decrease as the course progresses. Because learning is a process and builds upon itself, scores at the beginning of a unit of study are expected to be lower than at the end of the unit. Students are invited and expected to reassess on any learning targets if they are unhappy with their scores.
Students can reassess at any time throughout the course. While grades do have to be entered for report cards on required dates, these grades can also change as students demonstrate higher (or lower) levels of understanding. Grades are never final until the course is over. Students can always improve their grades, including scores from previous six-weeks grading periods.
Because we are using a standards-based grading scheme, students scores can increase or decrease as the course progresses. Because learning is a process and builds upon itself, scores at the beginning of a unit of study are expected to be lower than at the end of the unit. Students are invited and expected to reassess on any learning targets if they are unhappy with their scores.
Students can reassess at any time throughout the course. While grades do have to be entered for report cards on required dates, these grades can also change as students demonstrate higher (or lower) levels of understanding. Grades are never final until the course is over. Students can always improve their grades, including scores from previous six-weeks grading periods.
Letter Grades
Letter grades for each grading period will be determined by the scores on the TOPIC SCALES. Using the scores on the topics, a student can calculate his or her letter grade by determining the lowest topic score and then using the chart below.
Letter grades for Biology will be calculated based on the following scale:
Letter grades for Honors Biology will be calculated based on the following scale:
Scores for each six weeks will be cumulative. They will not be averaged together, but instead, the current score for all of the topics covered so far in class will be reported on the report card. Because of this rolling type of grading system, grades are never final until the end of the course. Letter grades will be changed as needed based on new understanding of the learning targets.
Learning is a continual, ongoing process. Student scores at the beginning of a unit (when we are still learning new material) are expected to be lower than at the end of the unit (when we have learned the basics and are now applying them). As such, student scores can change dramatically throughout the grading period.
Link to Google document folder with topic scales and grading information
Learning is a continual, ongoing process. Student scores at the beginning of a unit (when we are still learning new material) are expected to be lower than at the end of the unit (when we have learned the basics and are now applying them). As such, student scores can change dramatically throughout the grading period.
Link to Google document folder with topic scales and grading information