We took our first quiz in AP Physics C last class. Instead of using a point-based system (+1 for step 1, +1 for step 2, +1 for answer with units, etc…), I decided to go back to the 4-3-2-1, standards based grading scale for each question. This quiz involved solving a word problem (most students used algebra), drawing a velocity vs. time graph and using the graph to solve a word problem, and a written explanation supported by evidence. These types of questions lent better to a more holistic grading system rather than adding up individual points. Here’s what I communicated about this system to students:
I teach at a school that doesn’t use standards based grading and where students are in general unfamiliar with things being graded in this way. The science department that I taught with for 10 years previous to this school used a common rubric like this in all levels of science, I think there are a lot of positive aspects in giving students qualities to shoot for in their responses, instead of thinking of points being “taken off” or “added” for specific steps. I wish I could be as brave as Kelly O’Shea with what she has described of her Standards Based Grading. I would also love to figure out how to rewrite this as a rubric phrased with “I can” statements throughout, instead of what students can’t or don’t do. Episode 117 from Jennifer Gonzalez’ Cult of Pedagogy was helpful for me in thinking through how to improve my rubrics. Hopefully, this will be something I am able to do as the year goes on.
Randall Physics 