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Standards-Based Grading If At First You Don't Succeed, Try, Try, Again.

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Mark Schober

on 10 January 2013

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Transcript of Standards-Based Grading If At First You Don't Succeed, Try, Try, Again.

Grading Mark Schober
and Sammie Smith What's the Point? Learning:
Feedback Missing the Point Think Objectives-ly papers/projects
quizzes 0.1 I can analyze a situation, identify relevant variables, collect data in a controlled experiment, graph and mathematically analyze the data. I can provide interpretations of the meanings of the features of the graph as they relate to the physical situation.
0.2 I can identify experimental limits to precision and determine how uncertainties in measurements will affect final calculations.
0.3 I report answers with appropriate units and a reasonable amount of precision given the measurements provided.
3.1 I can represent the characteristics (motion, spacing, arrangement, and attractions) of particles in different phases of matter at the particle level.
3.2 I can represent the energy transfer between a system and its surroundings during a phase or temperature change.
3.3 I can calculate the quantity of energy transferred, mass of substance involved, or temperature change for a system that has undergone a phase or temperature change.
4.3 I can use Avogadro’s Hypothesis along with combining volumes of gases to deduce the composition of some compounds.
A.1 I demonstrate creative synthesis of concepts through clear, accurate, representations and explanations that exceed the objectives being assessed.
A.2 I accurately present solutions and explanations without "silly" errors. or
If at first you don't succeed, try, try, again! 89.458%
B+/A-?!? Counting Understanding What's in a Grade? from the Trinity Handbook: Chemistry Latin I. Vocabulary
a.  I know the English meanings of Latin words.
b.  I know the forms of Latin words.
c.  I know the English words that derive from Latin roots, prefixes, and suffixes.
II. Inflection/Syntax/Written Translation
a.  I can spell Latin words precisely, as spelling determines word form.
b.  I can distinguish between different functions of Latin word forms in a sentence.
c.  I can accurately translate Latin passages into standard English--paying attention to Latin grammar and word order.
III. Reading Comprehension
b.  I can show my fluency of Latin by acting out a Latin passage in Latin.
c.  I can analyze and discuss character development, motivation, plot, and setting in Latin sentences and stories.
d.  I can paraphrase and summarize a Latin passage into English prose, verse, storyboards, video, and drama.
IV. Understanding Roman Perspective and Culture
a.  I can debate an historical or cultural aspect of ancient Rome with valid and reliable information.
V.  Class Citizenship
b.  I participate positively in class by listening to peers and sharing my ideas respectfully.
c.  I bring all necessary materials to class, and I keep all of my class materials organized.d.  I show evidence of doing the practice I need to do to learn Latin in a timely fashion. Excellent: The student’s work embodies a creative spirit, exhibits exemplary command of the content, and is nearly technically flawless. Very Good: The student’s work exhibits strong understanding of the content and clear communication of the ideas described. Adequate: The student’s work exhibits basic understanding of the content and satisfactory communication of the ideas discussed. Getting Started Work with a friend!
Write outcome objectives
Encourage re-practice and re-assess
(develop growth mindsets)
Give feedback by objective
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