Standards-Based Grading in College Preparatory Chemistry
Standards-based grading is an attempt to curve inconsistencies and inequities found in the traditional grading system, which includes it being a system more about effort than outcomes, not being closely linked to the big goal of college and career readiness, and - for most secondary students- it reinforces that the goal is to figure out the "grading game" and just do the least amount of work to get the grade they need. Therefore, I have made the decision to use standards-based grading in this class. Students are not competing against each other in this system, but are attempting to go beyond their own academic potential. The grades in this system have new meanings:
To the right is a pie chart indicating the grade distribution of my last semester's classes (142 students - 1st Semester, 131 students - 2nd Semester) under a standards-based system. Overall, the grades were very favorable to students to say the least. It is my hope that with standards-based grading, a student can learn the growth mindset mentality - that is have many learning opprotunities as a result of the setbacks you will face in this class just like what a scientist deals with on a daily basis. In addition, this system will allow for me to focus on the quality of student learning in lieu of the quantity of content that a student can learn.
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Grade Distributions
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The General Assessment Rubric
Assessments and projects are weighted based on time that fits within each covered standard(s), meaning that earlier semester tasks have less weight to that of later semester tasks. That means an assessment given in January will receive less consideration in grade weight compared to an assessment in June (e.g., your finals and reflection). Grades are not decided by a few single assessments, but rather the overall student progress throughout the semester in reaching the standard. Assessments are graded using the following rubric. Projects are also graded on a similar rubric with slight alterations if it’s a group project and there are no revision attempts allowed given their comprehensive nature. Any reported grade on any assignment or assessment is in terms of a 4-level scale. All grades are inherently subjective in nature, but the Level I propose for any assessment for a student is based on my acumen and experience as a professional chemist/teacher. The level I deem your assessment or project is final, but you may opt for retake if your Level qualifies for the opportunity.
Grading Self-Confidence
All assessments will require a student to meet a set of learning goals (standards). After an assessment has been administered, the student will be required to rate their overall confidence using the 1-2-3-4 rubric with honesty. I will then verify after providing feedback whether or not their confidence is sound and reasonable. This allows the student to take responsibility in understanding where they feel they need the most work in and must make the choice on whether or not to commit to improving their skillsets.
How to Succeed in Chemistry (especially under this new system)
To do well in this class, you have to approach it in a completely different manner. If you approach the class like you do a biology class, rewriting your class notes and memorizing everything, you are doomed for extreme frustration and failure. Approach this class like a math class. In a math class, you learn the material by working many problems, not by copying over your notes. Proficiency in general chemistry requires practice, practice, and very litle memorization. The more problems you do, the better you will do. Confucius says it best: "I hear and I forget. I see and I remember. I do and I understand."
I am going to approach this class to be leaning towards a college environment versus a high school environment. This means a lot of the nuances of a college class are going to be in practice in this class versus many of your other high school classes. I have experience with this having been a college professor in the past at two junior colleges and at Chapman University. This may make your time in this class more of a shock initially than what you are used to, but ultimately more necessary especially now that many of you are considering a college-ready direction in the future. It is my hope that when many of you arrive in college, this shock won't come as a surprise as it will reoccur again.
Many students are unprepared for the cumulative nature of this class. Everything you learn in the first semester will be needed for the next. The entire year is cumulative. In the first semester, we build the foundation for the second semester. If you have a poor foundation, you will not be prepared for the more difficult material in the next semester. If you work many problems you will be well-prepared for the next semester.
For repeat students: Some of you have attempted this class (with me or another teacher) already and failed. You should know that statistically, students who repeat general chemistry, overwhelmingly get the same grade, or one grade lower the second time around. I say this not to discourage you, but to let you know that you have to change your approach and mindset if you want to improve your grade. One of my former students gave me the following quote which states the problem well:
"If you keep doing what you've always done, you'll keep getting what you've always gotten."
By taking a proactive, problem solving approach, you can come back and master this class.
Higher-performing students tend to study earlier, not necessarily more. This pattern was observed for overall studying as well as specific behaviors such as seeking instructor assistance and engaging in practice problems. This pattern may be particularly important in general chemistry because later topics tend to build on earlier ones. As a result, students that get behind rapidly fall outside the zone of learning development, making subsequent study increasingly inefficient. Students need to front-load their study during the semester to gain the largest possible benefit for their efforts.
Some other tips on how to do well in this course:
I am going to approach this class to be leaning towards a college environment versus a high school environment. This means a lot of the nuances of a college class are going to be in practice in this class versus many of your other high school classes. I have experience with this having been a college professor in the past at two junior colleges and at Chapman University. This may make your time in this class more of a shock initially than what you are used to, but ultimately more necessary especially now that many of you are considering a college-ready direction in the future. It is my hope that when many of you arrive in college, this shock won't come as a surprise as it will reoccur again.
Many students are unprepared for the cumulative nature of this class. Everything you learn in the first semester will be needed for the next. The entire year is cumulative. In the first semester, we build the foundation for the second semester. If you have a poor foundation, you will not be prepared for the more difficult material in the next semester. If you work many problems you will be well-prepared for the next semester.
For repeat students: Some of you have attempted this class (with me or another teacher) already and failed. You should know that statistically, students who repeat general chemistry, overwhelmingly get the same grade, or one grade lower the second time around. I say this not to discourage you, but to let you know that you have to change your approach and mindset if you want to improve your grade. One of my former students gave me the following quote which states the problem well:
"If you keep doing what you've always done, you'll keep getting what you've always gotten."
By taking a proactive, problem solving approach, you can come back and master this class.
Higher-performing students tend to study earlier, not necessarily more. This pattern was observed for overall studying as well as specific behaviors such as seeking instructor assistance and engaging in practice problems. This pattern may be particularly important in general chemistry because later topics tend to build on earlier ones. As a result, students that get behind rapidly fall outside the zone of learning development, making subsequent study increasingly inefficient. Students need to front-load their study during the semester to gain the largest possible benefit for their efforts.
Some other tips on how to do well in this course:
- Please be attentive and alert in class. Avoid being distracted from your mobile devices! (Put them in the cubby in front of the class).
- Avoid conversations about what your letter grade is in the class with me (this one I know will be hard). Instead, you need to focus on what it is you need to do understand the content. Remember your grade is a result of your competency in the standards you are being assessed on. I have seen from experience that if you solely focus on the letter grade, you will not do as well compared to focusing on what standards you need help in.
- My assessments are structured to test your understanding of the material, not on your ability to regurgitate facts. They will be conceptual/mathematical problems that will test your critical thinking and communication skills. Your job is to take what you have learned and apply it to new situations. If you have worked many, many practice problems through my recommended homework or on your own, you will be able to do this well.
- When receiving a level of 1 or 2 on an assessment, REVISE, REVISE REVISE! Do not take this for granted. If you choose not to do revisions in class and are not doing well in the class, YOU ARE MAKING THE AVOIDABLE CHOICE OF FAILING. Be accountable and on top of your classwork and assessments.
- Work with your table groups on requested problems assigned in class. In fact, study groups formed outside of class with students in this class can be extremely helpful and very indicative of being a college-ready student.
- Get extra help if you need it (ask questions, see me at lunch, after school, or by appointment).
- Read the textbook on your own and work on as many of the problems throughout the chapter or unit as you are reading it. Avoid looking up answers in the back of a textbook until you have worked the problem! General chemistry is a problem solving subject and cannot be learned passively. You will be tested on your ability to work problems, and this takes a lot of practice. It's like tennis. Can you learn to play tennis by memorizing a how-to book? No way. You need daily practice. Same goes for General Chemistry.
- Cramming doesn't work! Excellence in chemistry, like excellence in sports, is the result of cumulative skill development and daily training.