Transcript Standards Based Grading in Physical Science

Standards Based Grading in
Physical Science
Can standards based grading work for university level class?
Examples and lessons from 10SU PS304
Erich Gust
October 1, 2010
Part 1
The basics of Standards Based Grading
What is Standards Based Grading?
(SBG)
• An alternative to percentage based and letter
grade systems
• Relies on a list of topics or “standards”
• Student receives a rating for each item on the
list of standards.
• Attempts to give more meaning to grades.
Example Rating Systems
0 – Nothing. No knowledge of the
topic.
1 – Minimal. Partial knowledge of
the topic. Cannot answer simple
questions.
2 – Developing. Some knowledge of
the topic. Can answer simple
questions.
3 – Proficient. Complete knowledge
of the topic. Can answer difficult
or subtle questions.
4 – Advanced. Knowledge beyond
the scope of the course. Must
complete special problems or
projects.
4
3
0 – Cannot do any of the questions.
1 – Can do some of what was taught
with teacher assistance.
2 – Can do easy questions but makes
mistakes on difficult questions.
3 – Can do everything that was
taught without making mistakes.
4 – Knows it well enough to make
connections that weren’t taught.
2
1
0
A classic argument
Who would you want to pack your parachute?
100
90
80
70
60
Student A
50
Student B
40
Student C
30
Passing
20
10
0
Day 1
Day 2
Day 3
Day 4
Day 5
Who would pass the class?
In an ideal
world…
• The most recent rating
trumps all others.
• The full set of ratings is
reported and no averaging
in done.
• Students devote extra
studying to standards in
which their rating is poor.
• Frequent assessment
provides accurate and
ratings.
• No “point-collecting” i.e.
homework, attendance,
effort, participation, etc…
In the real
world…
• Losing something is
emotionally devastating.
• All scores must be boiled
down to a single letter
grade.
• Students are apathetic and
passive.
• Frequent tests are tiresome
for everyone involved.
• Having no safety net is
terrifying.
Why use SBG?
Benefits
Problems
• It reflects only what you know
and not other factors such as
attendance, effort…
• More information than a
lumped grade.
• Possibility of redemption for
students.
• Forces students to learn and
not binge/purge information.
• Easier and less stressful
grading.
• Attendance and effort should
count for something.
• ABCDF is a monolithic
institution of society.
• Possibility of grade reductions.
• Puts students out of their
comfort zone.
• Grading is more frequent.
When is using SBG appropriate?
Elementary school, when…
• students need essential
skills to succeed at the next
grade level.
• lists of standards already
exist.
• grades should not be used
to punish students.
• teachers should encourage
improvement.
• homework is minimal.
University physical science,
when…
• students need essential
science skills for life.
• possible topics are clearly
delineated by equipment.
• grades don’t need to sort
students.
• teachers should encourage
enjoyment of science.
• homework is minimal.
When is SBG inappropriate?
• When students need lots of specific
knowledge to succeed at career tasks.
• When curriculum is varied and decided by
instructor.
• When grades must sort the worthy from the
unworthy.
• When the majority of learning takes place
outside of class.
Part 2
Standards Based Grading in Physical Science
10SU PS304
Preparing to use SBG
•
•
•
•
•
Creating the list of standards.
Creating the grading rules for the semester.
Educating the students about the system.
Writing tests and quizzes.
Deciding how to compile a grade.
PS304 List of Standards
Performance Standards – These standards refer to your general ability to think scientifically and do science. These are
graded subjectively be the instructor during class.
1) Doing Science
1.1) Formulate scientific questions
1.2) Formulate a procedure
1.3) Present the results of an experiment
1.4) Use experimental results to support a point of view
1.5) Engage in scientific debate
1.6) Evaluate another’s procedure
1.7) Evaluate another’s point of view
1.8) Analyze experimental error and uncertainty
1.9) Compare experimental results to previous research
43 Standards!
25 Class Days
Content Standards – These standards deal with specific knowledge presented during the course. These are graded by
the student’s performance on quizzes. Some of these may be skipped.
2) Static Electricity
2.1) Electric Charge
2.2) Conductors & Insulators
2.3) Electrostatic Induction
2.4) Electric Forces & Fields
2.5) Electric Potential Energy
2.6) Capacitance
3) Electric Circuits
3.1) Voltage
3.2) Electric Current
3.3) Ohm’s Law
3.4) Combining Resistors
3.5) Electric Power
3.6) Diodes
3.7) Capacitors
4) Magnetism
4.1) Magnetic Poles
4.2) Magnetic properties of Materials
4.3) Using a Compass
4.4) Magnetic Fields
5) Electromagnetism
5.1) Ampere’s Law
5.2) Magnetic Fields of Currents
5.3) Magnetic Forces on Currents
5.4) Electric Motors
6) Electromagnetic Induction
6.1) Faraday’s Law
6.2) Electric Generators
6.3) Magnetic Flux
6.4) Transformers
6.5) Electromagnetic Waves
7) Waves
7.1) Properties of Waves
7.2) Standing Waves
7.3) Sound Waves
7.4) Resonance
8) Light
8.1) Reflection
8.2) Refraction
8.3) Lenses
8.4) Interference
Content List
1) Static Electricity
1.1) Electric Charge
1.2) Conductors & Insulators
1.3) Electrostatic Induction
1.4) Electric Forces & Fields
1.5) Electric Potential Energy
4) Electromagnetic Induction
4.1) Faraday’s Law
4.2) Electric Generators
4.3) Magnetic Flux
4.4) Transformers
4.5) Electromagnetic Waves
2) Electric Circuits
2.1) Voltage
2.2) Electric Current
2.3) Ohm’s Law
2.4) Combining Resistors
2.5) Electric Power
2.6) Capacitors
2.7) Electronics
5) Waves
5.1) Properties of Waves
5.2) Standing Waves
5.3) Sound Waves
5.4) Resonance
30 Standards!
3) Magnetism
3.1) Magnetic Poles
3.2) Magnetic properties of Materials
3.3) Magnetic Fields
3.4) Magnetic Forces
3.5) Electric Motors
6) Light
6.1) Reflection
6.2) Refraction
6.3) Lenses
6.4) Diffraction
Lessons: Creating a list of standards
• What is truly essential?
• What is separable and what is not?
• What is worth asking questions about and
how will you test it?
• Annotate the list with references to the book.
• Be prepared to skip topics.
10SU Grading Rules
• Quizzes influence standards scores only.
• Most recent grade takes precedence.
• Quizzes can be corrected (limited) to update
scores.
• Retest to update scores during office hours.
• Homework is not graded.
• Challenge problems and projects.
• Attendance is taken but only worth 15%.
• Final exam can change standards scores.
• Final exam is also worth 25%.
Lessons: 10SU Grading Rules
• Quizzes should be frequent and short. 5-10
minutes.
• Precedence rules are a nightmare.
• Quiz corrections are great, if done right.
• Retesting was not popular.
• Homework worked.
• Challenge problems are very effective.
• Attendance worked.
• Final exam had too much weight.
(Un)Educating the students
• “Point-Collecting” is addictive, and students are hooked.
–
–
–
–
•
•
•
•
no homework grade
no effort grade
no participation grade
no extra credit
Breaking the percent mentality – Don’t average
Comforting the worrisome – Its okay, you can retake it
Dealing with the schemer – I’ll just retake it.
Tough grading questions:
– “So if I get all 3’s is that an A?”
– Is a 2 good enough?
– How would I get a 4 on this??
• But in the end, it really is a letter grade.
TRASH
Lessons: Educating the students
• It will take a couple weeks and quizzes until
students realize that its different. Be prepared to
re-explain.
• Advertizing retakes promotes learning.
• Have a set method of retakes.
• Tough grading questions: You WILL need to
answer these eventually.
– “So if I get all 3’s is that an A?”
– Is a 2 good enough?
– How would I get a 4 on this??
Writing tests and quizzes
• Each question is directly tied to a standard.
The student is made aware of this.
• Does this question really test what I want to
test?
• Design questions to tease out misconceptions.
• Do not ask questions with purely numerical
responses.
• Use ambiguous or free-response questions.
Example Questions
• Can the electroscope tell you if it is positively
charged or negatively charged? Why or why
not?
• Discuss and provide examples of two ways
that electric power can be observed.
• Design a generator to produce electric
current. Be sure to label the items that you
used to make the generator. Describe how this
generator works and why it will work.
Example Questions
•
•
A student has measured the current versus voltage dependence of four circuit
elements labeled A, B, C and D. The data is plotted below in four separate charts.
Which of the devices obey Ohm’s law and which do not? Explain your choices.
For the circuit elements that obey Ohm’s law, estimate their resistances in Ohms.
Grading tests and quizzes
• Grade holistically. Does the student get it or
not?
• The student’s job is to inform you of what they
know.
• Allowing test corrections.
• Stress Re-assessment.
Lessons: Writing tests and quizzes
•
•
•
•
It is always possible to write better questions.
Use good questions again in other semesters.
Separate summative assessments from standards.
Corrections can be a huge learning opportunity, if done
right.
–
–
–
–
Must state what was wrong, why it was wrong.
Must state what to change about the answer.
Must provide detailed correct answer.
Must have attempted the problem to begin with.
• Don’t mix summative tests and standards scores.
Compiling a grade
% %
%%
• 15% for attendance.
ABCDF
• 60% from standards (quizzes).
• 25% for final exam. Final exam can change
standards scores.
• Standards scores added and then Z-scored. Zscore was mapped back to 60 point scale with
variable mean and std. deviation. This set the
curve.
Lessons: Compiling a grade
• 60% was slightly too much weight for standards.
• Final exam had to much weight since it could
influence standards scores.
• The standards scores must ultimately be
converted to a percentage. There are many
options for doing this.
• You should do a midterm progress report.
• Setting a curve ended up like every other grading
system.
Is it really different?
• Students quickly realize that standards scores
will eventually result in a percent. Some will
try to play the system.
• It does give students a better overview of
what they should know, and what they can
improve (if they care).
• Less homework grading. More quiz grading,
but much quicker.
• Must be responsible with office hours.
Is it really better?
• Ultimately, the grade is still ABCDF.
• It forces a change in the learning process.
– Focuses on the main points. Rewards students for
exploring details.
– Does not punish students for not learning every detail.
– Requires better test questions.
– Possibility of retesting an old topic adds gravity.
• It forces the teacher to self-evaluate.
• Frequent quizzes give enormous improvement in
feedback.
• Knowledge of another grading system; you may need
to use it one day.
The End
Thanks!
4
3
2
1
0
% %
%%
ABCDF