Wrapping Up Chemistry
This past week, students completed the chemistry unit by taking three assessments. The first assessment was a scientific model assessment, which required identification of key concepts that show how an odor travels over the course of a room. In For All Rubrics, there are six scores that correspond to model drawing. The first three are the essential skills of the model itself and the fourth is the rubric strand for the explanation of the model. The final two are the summative scores for the model. Students model score is determined by the lowest score of the first three areas, since they need to show proficiency in all areas to receive that grade level proficiency. For example, if a student scores 8th grade, 7th grade, and 8th grade proficiency, then his or her final score would be 7th grade until they demonstrated that skill of model drawing. The summative explanation score is solely based on the quality of the explanation.
The second assessment students took last week was a Claims, Evidence and Reasoning writing around the idea of plastics. Students were provided three articles at the beginning of the review process to read and take notes on, so they would be prepared to answer the driving question. The Claims, Evidence, and Reasoning assessment has three evaluations. The first is for the claim that students made about the driving question. The second comes from the evidence and reasoning the students provided for their claim. The final evaluation reflected on the trade-offs of their claim.
The last assessment students took was a content matching and multiple choice assessment. There were 44 questions from the chemistry unit, which students knew ahead of time from the study guide that was provided to them. The following chart below shows how proficiency was determined based on how the students performed:
8th Grade Proficiency >80% of questions correct
7th Grade Proficiency 70% - 80% of questions correct
6th Grade Proficiency 60% - 70% of questions correct
5th Grade Proficiency <60% of questions correct
All of these assessment evaluations can be found on For All Rubrics. Please see the images below as to what to look for when checking the chemistry evaluations.
Starting Science Solutions Unit
The science classes are now starting our science solutions unit (inquiry) where students will be working to solve a problem. We will be spending the next several weeks working on developing background knowledge around the project. Since this is a long term project, there will not be as many check-ins as our previous unit, but the check-ins will be larger and more important. Therefore, we encourage students to be extra aware of Google Classroom assignments and checking in with For All Rubrics to make sure they are completing tasks on time.
This past week, students completed the chemistry unit by taking three assessments. The first assessment was a scientific model assessment, which required identification of key concepts that show how an odor travels over the course of a room. In For All Rubrics, there are six scores that correspond to model drawing. The first three are the essential skills of the model itself and the fourth is the rubric strand for the explanation of the model. The final two are the summative scores for the model. Students model score is determined by the lowest score of the first three areas, since they need to show proficiency in all areas to receive that grade level proficiency. For example, if a student scores 8th grade, 7th grade, and 8th grade proficiency, then his or her final score would be 7th grade until they demonstrated that skill of model drawing. The summative explanation score is solely based on the quality of the explanation.
The second assessment students took last week was a Claims, Evidence and Reasoning writing around the idea of plastics. Students were provided three articles at the beginning of the review process to read and take notes on, so they would be prepared to answer the driving question. The Claims, Evidence, and Reasoning assessment has three evaluations. The first is for the claim that students made about the driving question. The second comes from the evidence and reasoning the students provided for their claim. The final evaluation reflected on the trade-offs of their claim.
The last assessment students took was a content matching and multiple choice assessment. There were 44 questions from the chemistry unit, which students knew ahead of time from the study guide that was provided to them. The following chart below shows how proficiency was determined based on how the students performed:
8th Grade Proficiency >80% of questions correct
7th Grade Proficiency 70% - 80% of questions correct
6th Grade Proficiency 60% - 70% of questions correct
5th Grade Proficiency <60% of questions correct
All of these assessment evaluations can be found on For All Rubrics. Please see the images below as to what to look for when checking the chemistry evaluations.
Starting Science Solutions Unit
The science classes are now starting our science solutions unit (inquiry) where students will be working to solve a problem. We will be spending the next several weeks working on developing background knowledge around the project. Since this is a long term project, there will not be as many check-ins as our previous unit, but the check-ins will be larger and more important. Therefore, we encourage students to be extra aware of Google Classroom assignments and checking in with For All Rubrics to make sure they are completing tasks on time.
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