Mrs. Nagel’s 7th and 7th Honors Science
Dear Science 7 Students and Parents,
During this year, students will be learning information related to many topics in
physics and chemistry. (see attached Science Topics Doc.) In this course, a non-traditional
criterion-based assessment system is used. Rather than using a point system to
record scores on various assignments, quizzes & tests, students must demonstrate
their level of proficiency on various learning goals. For example, instead of getting
one grade for a worksheet that may cover many topics, students will be scored on
individual learning goals such as, “I can interpret/draw position vs. time graphs for
an object moving with constant velocity.” Rubrics that list the learning goals and
define achievement levels of each will be provided to students and kept in a folder in
class. (see attached Concept Checklist ex.) N:\Teacher Only Share\Inquiry Skills.docx Grades
will be assigned based on descriptors of achievement only. This checklist will be
maintained by students. It will provide useful feedback to inform students of their
progress and to set goals to further their progress.
Grades will not be affected by issues such as lateness of work, effort, attitude,
participation, and attendance. Those factors will be reported separately. Even though
there will be many opportunities for cooperative learning, students will never be
assigned group grades. Homework will be assigned, collected graded and passed
back. It will not affect student’s quarterly average. Remember, the grade is a
reflection of the Student’s level of understanding of the material.
New information showing additional learning will replace old information. Grades will
reflect the trend in most recent learning. You may re-attempt assessments provided
that you have documented an effort to engage in additional learning (e.g., tutoring,
additional practice, test corrections, etc.). N:\Teacher Only Share\Retake Policy.TIF
In addition, an alternative assessment may be accepted if the work is pre-contracted
between the student and me (the teacher). There is no deadline for reassessments.
Any grade changes due to reassessments made after the quarter ends will be
reflected in the final year-end grade.
With the exception of the occasional meeting or appointment, I am
available for conferencing and extra help any day after school
hours until 3:00pm. With advance notice, I am able to stay until
4:00
For each learning goal and unit of study, you will be scored using the following scale:
4 = Advanced. Indicators include:
• I understand the content/skills completely and can explain them in detail.
• I can explain/teach the skills to another student.
• I have high confidence on how to do the skills.
• I can have a conversation about the skills.
• I can independently demonstrate extensions of my knowledge.
• I can create analogies and/or find connections between different areas within the sciences or between science
and other areas of study.
• My responses demonstrate in-depth understanding of main ideas and of related details.
3 = Proficient. Indicators include:
• I understand the important things about the content/skills.
• I have confidence on how to do the skills on my own most of the time, but I need to continue practicing some
parts that still give me problems.
• I need my handouts and notes once in a while.
• I am proficient at describing terms and independently connecting them with concepts.
• I understand not just the “what,” but can correctly explain the “how” and “why” of scientific processes.
• My responses demonstrate in-depth understanding of main ideas.
2 = Developing. Indicators include:
• I have a general understanding of the content/skills, but I’m also confused about some important parts.
• I need some help from my teacher (one-on-one or small group) to do the skills correctly
• I do not feel confident enough to do the skills on my own
• I need my handouts and notebook most of the time.
• I can correctly identify concepts and/or define vocabulary; however I cannot not make connections among
ideas and/or independently extend my own learning.
• My responses demonstrate basic understanding of some main ideas, but significant info is missing.
1 = Beginning. Indicators include:
• I need lots of help from my teacher (one-on-one).
• I have low confidence on how to do the skills and need more instruction.
• I need my handouts and science notebook at all times.
• I do not understand the concept/skills.
• I cannot correctly identify concepts and/or define vocabulary.
• I cannot make connections among ideas or extend the information.
• My responses lack detail necessary to demonstrate basic understanding.
0 = No Basis I do not provide any responses for which a judgment can be made about my understanding.
Near the end of each quarter, you (the student) will meet with me (the teacher) individually to discuss
your progress and your quarterly grade. Quarterly grades will be given as follows:
98%
95%
92%
Above Standard
I am advanced in at least one
Unit of study and proficient in
all others.
Approaching Standard
I am developing in most units of
78%
75% study and proficient in at least one
72%
88%
85%
82%
At Standard
I am proficient in most units of
study
Far Below Standard
68% I am basic in most units of study and
65% proficient in at least one
F
Not meeting Any Standard
I am not proficient in any unit of study.