#BLUEHARVEST GRADEBOOK HOW TO#

This wasn’t included in my original comment, but I drew up the quick beginnings of an example physics tree to make the rest of this post a bit more visual. It would probably be helpful to give them an example tree of skills at the start of the year from some other arena that they would be able to understand by analogy (even if they don’t create the physics tree themselves).

#BLUEHARVEST GRADEBOOK HOW TO#

Actually, even cooler might be to have your students decide on how to construct the tree as it goes along, so that you are building a concept-mapping activity right into the assessment structure and giving the students more control and ownership in the process.

The central force quizzes would be above the UBFPM quizzes (both A- and B-level). The B-quiz for projectile motion would be above the B-quizzes for CVPM and CAPM. So the B-level quiz for that model would be above the A-level quiz for the same model. Create a tree structure where each bundle is dependent on bundles beneath it.That is the number of points each B objective is worth that quarter. Do the same thing with B objectives in the first quarter, but this time divide 20 by the number of Bs for the quarter.Each A-level quiz is worth a number of points equal to (the number of A objectives in that bundle) * (the value of each A objective for that quarter). That is the number of points that each A objective is worth during that quarter (may vary by quarter). Divide 70 by the number of A objectives for that quarter. Figure out how many A objectives are in the first quarter.Here’s the first idea I have (this is centered around using a system that mirrors my conjunctive-style grading, so please imagine it with other tweaks that make it the way you’d want it to be): When you were describing the idea of having A quizzes vs B quizzes (with A quizzes being more valuable), I was thinking about how to make students think of points more in the way that they think of objectives. I want to improve upon what I did this year, and I’d like your comments (and comments from others also). If homework is more than a week late, it expires and the student is required to do a replacement worksheet. I still give the modeling worksheets as homework, but we also do quite a few of them in class. To qualify for taking a replacement quiz, students had to make corrections to the original quiz, get help from someone to gain understanding or the material, and do a practice worksheet to demonstrate that understanding. I’d like you to comment on this, please.Īlso, if a student begin to demonstrate B level mastery of, say, the CAP during the UBFM unit I am thinking about having that student take a CAP B level replacement quiz. In a way this is like bundling the objectives by level.

I can make the level A quizzes worth more points, which can have the effect of making it necessary for students to master the level A objectives. Sort of like targeting one quiz at level A objectives for that unit, and targeting the next quiz at the level B objectives. In the later units I gave more focused quizzes. I tried using the two dimensional conjunctive style grading (that you described in an earlier blog) in the CVPM and CAPM units this year, but ran into trouble keeping track of which students were mastering which objectives but I muddled through the replacement testing. I feel that I’m stuck with a “points” system to report progress. I am struggling with my desire to implement SBG in a way that provides consistent feedback to students and parents on students’ progress. (I do have some flexibility in changing some of the quarterly grades). Our school has a policy where semester grades are calculated as 40% for each of the two quarters and 20% for the final exam.

Blueharvest gradebook