Alix Crockett (SCHS Chemistry Department)
Alix implemented SBG in fundamentals of chemistry during the 2015-16 school year. She used SBG to identify specific areas of concern for students and to enhance the culture of learning in her classroom.
More information about her pilot can be found below. Please feel free to contact her with any questions!
More information about her pilot can be found below. Please feel free to contact her with any questions!
The Gradebook
Although homework is still assigned with each new lesson it is not graded for credit. I keep track of homework completion and record this in the gradebook for parents to see, but it does not contribute to a student’s final grade. Eliminating homework has been AWESOME. There are no longer issues with copying because incomplete homework does not affect grades. Students and parents can see a more accurate connection between homework completion and standard proficiency.
5% In-Class Assignments
10% Labs
15% Unit Tests
70% Standard-Based Assessments
Although homework is still assigned with each new lesson it is not graded for credit. I keep track of homework completion and record this in the gradebook for parents to see, but it does not contribute to a student’s final grade. Eliminating homework has been AWESOME. There are no longer issues with copying because incomplete homework does not affect grades. Students and parents can see a more accurate connection between homework completion and standard proficiency.
5% In-Class Assignments
10% Labs
15% Unit Tests
70% Standard-Based Assessments
The Standards
The standards are a combination of the Michigan High School Content Expectations and other skills relating to these expectations. In addition, I might choose some laboratory skills that I feel are significant for the course in the future or a main component of laboratory work in general
The standards are a combination of the Michigan High School Content Expectations and other skills relating to these expectations. In addition, I might choose some laboratory skills that I feel are significant for the course in the future or a main component of laboratory work in general
Assignments and Assessments
In-class assignments might be online simulations or group activities. These are not the same as homework because students are expected to complete the work in class.
At a glance, the weight of labs is small but the lab experience in this class is not. Students complete at least one lab per week. I give them ample time to complete the labs, the calculations, and any conclusion questions in class.
Unit tests represent a culmination of all the individual SBG quizzes given throughout the unit. These tests are multiple choice so students can practice their standardized testing skills.
The standards-based assessments account for the majority (70%) of a student’s grade. These assessments usually cover two standards at a time and take the majority of students about 30 minutes to complete. A rubric is used to grade these quizzes. The scale starts at a 5 and tops at a 10. In eliminating scores of 0-4, poor performance does not result in a grade that can seem hopeless but yet still reflects a student’s level of understanding.
Students can retake any of the assessments as many times as they want during a grading period (not including unit tests). However, in order to retake an assessment students must fill out the following form and give evidence of three things they have done to demonstrate that they are more prepared than the previous quiz.
Reassessments are most commonly given in the form of a written quiz where students have to create responses, however, there are also opportunities for students to complete laboratory assessments instead when they fit with a standard.
In-class assignments might be online simulations or group activities. These are not the same as homework because students are expected to complete the work in class.
At a glance, the weight of labs is small but the lab experience in this class is not. Students complete at least one lab per week. I give them ample time to complete the labs, the calculations, and any conclusion questions in class.
Unit tests represent a culmination of all the individual SBG quizzes given throughout the unit. These tests are multiple choice so students can practice their standardized testing skills.
The standards-based assessments account for the majority (70%) of a student’s grade. These assessments usually cover two standards at a time and take the majority of students about 30 minutes to complete. A rubric is used to grade these quizzes. The scale starts at a 5 and tops at a 10. In eliminating scores of 0-4, poor performance does not result in a grade that can seem hopeless but yet still reflects a student’s level of understanding.
Students can retake any of the assessments as many times as they want during a grading period (not including unit tests). However, in order to retake an assessment students must fill out the following form and give evidence of three things they have done to demonstrate that they are more prepared than the previous quiz.
Reassessments are most commonly given in the form of a written quiz where students have to create responses, however, there are also opportunities for students to complete laboratory assessments instead when they fit with a standard.
How SBG Has Changed My Classroom
Students that take the Fundamentals of Chemistry course typically struggle in science and math. Giving these students the ability to retake a quiz and demonstrate learning at a slower pace has done wonders for the class morale. Zeros for incomplete or copied homework are no longer an issue and low scores on quizzes don’t make students feel as though they are in a low grade that they can’t get out of. There isn’t anxiety about assessments or grades because students know they will have the rest of the quarter to continue to improve and demonstrate their growth. SBG has made maintaining a positive learning environment a lot easier in a class where management can be challenging.
Students that take the Fundamentals of Chemistry course typically struggle in science and math. Giving these students the ability to retake a quiz and demonstrate learning at a slower pace has done wonders for the class morale. Zeros for incomplete or copied homework are no longer an issue and low scores on quizzes don’t make students feel as though they are in a low grade that they can’t get out of. There isn’t anxiety about assessments or grades because students know they will have the rest of the quarter to continue to improve and demonstrate their growth. SBG has made maintaining a positive learning environment a lot easier in a class where management can be challenging.
Tips, Tricks, and What I Will Do Next Time
- I would like to incorporate multiple assessments of each standard. Currently students only assess once unless they request a retake. Including multiple assessments as a requirement will continue a pattern of student growth – whether they wanted to improve their original score or not!
- It works best when you quiz often. It keeps the concepts broken down into smaller chunks so students can focus on one topic at a time and build upon them for the next standard.
- Because quizzes are only one or two standards at a time, quizzes may not take the entire class period. Use the time after the quiz to provide immediate feedback to students.
- I would change the grading rubric. Although it was a bit difficult to transition into, I do like grading quizzes with the rubric. However, in the future I would re-vamp it so that students don’t need to go above and beyond to receive an “A”. Meeting the standard with no errors I would make a 9.5 while a 10 would still be reserved for students that could apply the knowledge to a higher level of thinking.
- Fundamentals of Chemistry can be a course with students who have low motivation. This leads to missing assignments, especially since they are weighted at a lower percentage. I would consider withholding a quiz from a student that has a missing assignment or possibly even making assignments always due at the end of the class period. I’m not sure how to work this part out yet – still thinking about it!
- In a class where students already have low motivation, getting them to complete homework and use their class time can be even more challenging when it doesn’t count toward their grade. Having students work in assigned small groups has helped me keep them on task. I also try to decrease homework and increase in-class formative assessment. Students are more likely to complete a few problems on their own than lengthier worksheet.