Standards-Referenced Grading Basics Evidence shows the student can... Topic Score Demonstrate all learning targets from Level 3 and Level 4 4.0 Demonstrate all learning targets from Level 3 with partial success at Level 4 3.5 Demonstrate all learning targets from Level 3 3.0 Demonstrate at least 50% of the Level 3 learning targets 2.5 Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0 Demonstrate at least 50% of the Level 2 learning targets and none of the Level 3 learning targets 1.5 Demonstrate none of the learning targets from Level 2 or Level 3 1.0 Produce no evidence appropriate to the learning targets at any level 0 The teacher designs instructional activities that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3. When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores. Multiple Opportunities It’s not about going back to do a retake, or back to redo something; it’s about going forward, continually scaffolding student learning through multiple opportunities, and noting that improved learning. Our curriculum builds on itself. “Multiple opportunities” are about taking an assessment and connecting it to past topics. It’s about allowing students to demonstrate their learning multiple times in units subsequent to their current unit, or when learning is scaffolded into future units. Multiple Opportunities will be noted in the guide to the right of the scales. Here you will see initial thinking of connections to other topics. This is also a place where teachers can add connections through their PLCs.
Topic: Populations and Biodiversity Driving Questions: How and why do populations change over time? What happens if a population uses up its resources Crosscutting Concepts: Scale, Proportion and Quantity, Stability and Change Science and Engineering Practices: develop models, use mathematical representations to support claims, design, evaluate, and refine solutions Iowa Core Science Standards: , , Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Analyze simulations to identify the interdependence of factors (both living and nonliving) and the resulting effect on carrying capacity. () Provide evidence to support the claim that complex interactions in ecosystems maintain relatively stable conditions, but changing conditions may result in a new ecosystem. () (moderate hunting, seasonal flood, forest fires, prairie burn) Evaluate the negative impact of human activities on local and global biodiversity and propose solutions. Students will: Identify and describe multiple factors that affect carrying capacities of ecosystems for given populations. (factors could include: boundaries, resources, climate, predation, disease, diversity, and competition) Explain how the populations and number of organisms in ecosystems vary as a function of the physical and biological factors of the ecosystem. Identify potential factors that determine biodiversity and population numbers of an ecosystem for a given situation Compare and contrast primary and secondary succession. Identify causes of species endangerment. Recognize or recall specific vocabulary such as: population, community, carrying capacity, exponential growth, logistic growth, limiting factor, predation, competition biodiversity (including 3 levels: genetic, species, ecosystem), deforestation, extinction, conservation, habitat, niche, succession, resilience performance reflects insufficient progress towards foundational skills and knowledge.
Topic: Human Induced Climate Change Driving Questions: What effects are humans having on the climate and atmosphere? Crosscutting Concepts: Systems and System Models, Stability and Change Science and Engineering Practices: Analyzing and Interpreting Data, Engaging in Argument from Evidence Iowa Core Science Standard: , Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Analyze data from global climate models (e.g., computational simulations) and climate observations over time that relate the effects of climate change to the chemical composition of the atmosphere, geosphere, hydrosphere, or cryosphere. () Use data to predict the future effect of climate change on Earth’s physical parameters (e.g., temperature, precipitation, sea level) or chemical composition (e.g., ocean pH). () Illustrate and describe how human induced changes in the atmosphere and climate can cause changes in other Earth systems. () Potential Level 4 target: Evaluate the claims, evidence, reasoning, and uncertainty behind currently accepted climate predictions Students will: 1. Describe what climate change data sets represent 2. Describe whether the predicted effect on the system is reversible or irreversible. 3. Identify the misconceptions between the hole in the ozone layer and causes of climate change Compare and contrast present and past climate using associated physical parameters (e.g., temperature, precipitation, sea level) and chemical composition (e.g., ocean pH) of the atmosphere, geosphere, hydrosphere or cryosphere. Identify human activities that adversely impact the climate Describe possible strategies to address human induced climate change Recognize or recall specific vocabulary such as: Chlorofluorocarbons, ozone, volatile organic compounds, methane, combustion, nitrogen oxides, proxy indicators, ocean acidification, thermal expansion, carbon sequestration performance reflects insufficient progress towards foundational skills and knowledge.
Topic: Land Use and Waste Management Driving Questions: How do the availability of resources, climate, and natural hazards impact land use? How has human development impacted land use and the Earth System? Crosscutting Concepts: Cause and Effect, Systems and System Models Science and Engineering Practices: Constructing Explanations and Designing Solutions, Mathematical and Computational Thinking Iowa Core Science Standards: , Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Construct an explanation based on evidence for how the availability of natural resources have influenced where and how people live. () Construct an explanation based on evidence for how the availability of natural hazards have influenced where and how people live. () Construct an explanation based on evidence for how changes in climate have influenced where and how people live. () Evaluate various waste management techniques and their impact on the environment. Possible Extension: Evaluate/Create a solution to a land management/development issue that focuses at a local level. Take into account social, cultural, environmental, and economic impacts and evaluate using a range of pre-specified constraints. Students will: 1. Identify the driving forces that determine the location of urban centers 2. Describe how technology has changed human activity pertaining to natural resources, natural hazards, and climate. Describe the effect of natural hazards, changes in climate, and the availability of natural resources on features of human societies, including population size and migration patterns 1. Describe the impacts of urbanization and transportation on land use and air quality 2.Identify methods to reduce waste and decrease our impact on the land 3. Compare and contrast waste management techniques (landfills, dumps, incinerators, compost) Recognize or recall specific vocabulary such as: Urban, rural, urban sprawl, urbanization, land degradation, Landfill, incinerator, compost, recycle, heat island effect, deforestation, reclamation performance reflects insufficient progress towards foundational skills and knowledge.