Dear 6th Grade Team Pegasus Students and Families,
Hello! I am so excited to spend this year with you all, and to watch you grow as students and scientists. We will be covering a lot of exciting material this year and will be conducting many scientific investigations. Before we delve into content, however, I would like to take a chance to talk about grading policies in this class.
Traditionally, middle school students have been graded on an A-F system or by a percentage. However, scientific studies as well as my own experience have shown that this type of grading can lead to a lot of student stress! These traditional grading systems often do not provide useful feedback, which leads students to fixate on a letter grade, see a grade as an end goal rather than focusing on their learning, and leads them to compare themselves against other students in the class.
Our class will be part of a growing movement in education that focuses on “Standards Based Grading” (SBG) instead of a traditional grading system. SBG provides more targeted feedback to students and families, and allows students to track their own progress as they learn throughout the year. Instead of giving students a traditional letter grade, they are given feedback on their level of mastery of the standard being assessed. Each assignment (classwork, test, project, etc.) is graded by this system. Here is what each of those grades means in my class:
- AS “Above Standard”- Exceeds grade level expectations- you know it so well you could teach another student this material, or you are showing that you can apply the material in new ways! I rarely give this grade, and it reserved for work that is truly above and beyond the expectation.
- ST “Meets Standard”- Meets grade level expectations- you are right on track!Students should strive to earn an “ST” on most or all assignments.
- PR “Progressing” – slightly below grade level expectations- you are on your way to meeting the standard but are not there quite yet
- NS “Not at Standard” –Unsatisfactory progress- you are not making significant progress to meeting the standard and we need to develop a plan to help you meet the class expectations
- 0-Assignment was not turned in
The goal of this type of grading system is that by the end of a unit, all or most students will have met the benchmarks for the standards of that unit. This system does not penalize students for one poor grade, rather, it allows me to look at how the students have grown and learned over time. This also allows me to identify students who are not on track to earn an “ST” and provide interventions to get them on track, rather than waiting until the end of the marking period.The grade a student receives at the end of the marking period is not just an average of all assignments, but an assessment of where the students is at by the end of the unit when the topic has been fully covered. Students may redo assignments to more accurately reflect their level of mastery. I also do not penalize for late work.
At the end of the quarter, each student will have a grade for every standard that we have covered in that quarter. I will assess each student’s progress to determine theiroverall grade in the class, which is then put on the report card. To be consistent with the rest of the school’s grading system, I will be converting these scores to a letter grade at the end of the marking period - students who are at or above an “ST” on all or most standards will have an “A”! I do this conversion at the end of the semester so that students can stay focused on their progress in class instead of their letter grade. I also plan to send home a separate “report card” to show students and families their progress on each standard covered in that quarter.
I use two categories of standards to evaluate student progress- content standards and scientific practices. All sixth-grade science teachers in the district are using these standards to drive their curriculum planning. The content standards are taken from the 2016 Massachusetts Science and Technology/Engineering Curriculum Framework, and the scientific practices are from the Next Generation Science Standards (which is followed nation-wide). I have attached these standards to this letter, and they are also available on my website.
I deeply believe that standards- based grading is the best way to fairly assess students and keep the focus on learning. PLEASE do not hesitate to reach out if you have any questions about this system or about any specific grade your child receives! The best way to contact me is via email- . I am looking forward to working with you this year!
Best,
Ms. Moorman
Sample Content Standards Report Card- this is a draft subject to change!
Standard / Notes / Q1 PR / Q1 RPUnit 1: 6.MS-PS1-7(MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials.
Unit 2: 6.MS.ESS1-4 Analyze and interpret rock layers and fossils to determine the relative ages of rock formations that result from processes occurring over long periods of time.
Unit 2: 7.ESS2-2 Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. / Local (weathering, erosion, and deposition)
Unit 2: 7.MS.ESS3-2 Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events / Predicting landslides and floods
Unit 3: 8.MS-ESS2-1 Use a model to illustrate that energy from the Earth’s interior drives convection which cycles Earth’s crust leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. / Emphasis on large scale cycling resulting from plate tectonics
Unit 3: 7.ESS2-2 Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. / Global (plate motion, formation of mountains and ocean basins, and ice ages)
Unit 3: 6.MS-ESS2-3 Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth’s plates have moved great distances, collided, and spread apart.
Unit 3: 7.MS.ESS3-2 Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events / Predicting earthquakes and volcanic eruptions
Unit 4: 7.MS-ESS2-4 Develop a model to explain how the energy of the sun and Earth’s gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth’s hydrosphere.
Unit 4: 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather.
Unit 4: 8.MS-ESS2-6. Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents.
Unit 5: 8.MS-ESS3-5 Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century.
Unit 5: 7.MS-ESS3-4 Construct an argument supported by evidence that human activities and technologies can mitigate the impact of increases in human population and per capita consumption of natural resources on the environment.
Unit 5: 8.MS-ESS3-1. Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes.
I affirm that I have received and read Ms. Moorman’s grading policy.
Student Name:______
Student Signature:______
Parent/Guardian Name:______
Parent/Guardian Signature:______
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