Here you can find documents that will be useful throughout the entire year. Some of them are provided to you in hard copy form, but in the event you misplace one (or more), you're welcome to view, download, or print out duplicates (on your own printer) as I will not provide more than one hard copy.
Biology Activity Scoring Rubrics:
For many students, the primary motivation to complete work and perform well on tests is to earn "good" grades. However, from an educator's perspective, the function of school is to learn new information, and develop skills like critical thinking and problem solving. To that end, a student's grade should reflect what s/he knows and can do. With the availability of quick and easy access to resources like the internet, or help from classmates, older siblings, and parents, some work that a student submits is not a good indication of what they know and can do. Below you can find a table outlining what types of work are "included" in a student's grade and what isn't along with the philosophy and rationale behind them.
Included in Grade?
Percent of Grade
Unit tests, and the final exam, are summative assessments of a students knowledge on the topics and concepts included in that unit. On them, students have the opportunity to demonstrate their level of understanding of the ideas, processes, and scientific methods they've been learning about. The test scores they earn reflect only what they know, without the help of others.
Quizzes are short, formative evaluations of a student's level of understanding. They are used to inform the student on what ideas and concepts they are strong in, and which ones may need reinforcement. They are just "checkpoints for understanding."
Homework is intended to be used as practice to reinforce concepts learned in class. Since students would be able to complete homework with outside help (internet, friends, parents, etc.), it cannot accurately illustrate what a student knows.
Hands-on lab activities are at the core of how science is conducted. Students carry out investigations and learn about how variables can affect one another. The work they submit for an activity identifies their level of understanding of the concept(s) and shows their proficiency in "doing" science. Although students work together during the activity in class, each student has to write their own submission in their own words.
Classwork is essentially the in-class version of homework. It allows students to practice concepts alone or with their peers, and to get help from me. For that reason, as with homework, it cannot effectively be used to assess a student's level of understanding or ability.
Included in Lab Activities
Projects, when tied to an activity or keystone element of the curriculum, can be useful in gauging a student's understanding of that element. For all projects, a student can choose to work alone, or with a partner. However, when paired, both students earn the same score for a project.
A student's science notebook is the ultimate repository for all things in their science class. Recorded in it are all lab activity observations, data, and analyses. Also, students keep track of most homework and classwork assignments, along with all lecture notes. If complete and thorough, it is the best possible study guide a student could want.
Here is a list of the research-based, education books I've read that support the above types of grading practices to better support student learning. From a diverse source of experts, with large amounts of evidence they conclude: the move by educators to a system like that above supports students with deeper, long-lasting understanding and stronger development of critical thinking and problem solving skills. If you're interested in more information, you can find many of them at the library (within the King Country Library System), in bookstores, and online.