Science Science NotebooksNotebooks

Management and Management and AssessmentAssessment

Sue CampbellSue Campbell

Livingston Middle SchoolLivingston Middle School

Management IssuesManagement Issues

Be clear in your expectations for Be clear in your expectations for your studentsyour students

Plan for your promptsPlan for your prompts Think about what they are doing Think about what they are doing

with the pages – sometimes facing with the pages – sometimes facing pages is needed (tables and graphs, pages is needed (tables and graphs, quizzes and reflection)quizzes and reflection)

GradingGrading

Create a rubricCreate a rubric Give the rubric to your studentsGive the rubric to your students Where possible show examples and Where possible show examples and

non-examplesnon-examples Conference with students for the Conference with students for the

first assessment when possible (have first assessment when possible (have them evaluate their work prior to them evaluate their work prior to the conference using the rubric)the conference using the rubric)

GradingGrading

Formally grade twice per grading Formally grade twice per grading period (progress and final)period (progress and final)

Pace yourself – give yourself enough Pace yourself – give yourself enough timetime

Informally assess in-between formal Informally assess in-between formal assessments – especially for struggling assessments – especially for struggling studentsstudents

Random notebook checks – once per Random notebook checks – once per grading period (keeps them prepared)grading period (keeps them prepared)

Student ReflectionsStudent Reflections

Following any assessment Following any assessment (notebook, quiz, test) have students (notebook, quiz, test) have students write a reflectionwrite a reflection

Use facing pagesUse facing pages Goal is that it becomes a tool and Goal is that it becomes a tool and

they take ownership of their learning they take ownership of their learning processprocess

RubricRubric

Decide on the categories that need Decide on the categories that need to be assessedto be assessed

What kind of point value are you What kind of point value are you going to use? (5, 4, 3)going to use? (5, 4, 3)

Are all categories weighted the Are all categories weighted the same? Multiplier?same? Multiplier?

Within each category describe what Within each category describe what the work would look like at that levelthe work would look like at that level

Rubric Work GroupsRubric Work Groups

Form teams (3-5 people – perhaps by Form teams (3-5 people – perhaps by grade level)grade level)

Decide your categoriesDecide your categories Decide the point valueDecide the point value Write descriptions for each point valueWrite descriptions for each point value Write or type your rubric – identify Write or type your rubric – identify

your grade levelyour grade level Be prepared to share with the groupBe prepared to share with the group

Sample CategoriesSample Categories

Structure (Title page, Table of Structure (Title page, Table of Contents, pages numbered, glossary, Contents, pages numbered, glossary, etc)etc)

NotesNotes ReflectionsReflections

Category 5 points 4 points 3 points 2 points 1 point

Title Page - Student’s name is legible

-Includes: - Course title - Semester and year - Instructor’s name - Personalized

- No title page

Table of Contents

- Title of Assignments listed

- Assignments match page numbers

- Organized- Legible

- Assignments do not match page numbers

-Organized-Legible

- Assignments are listed without page numbers

- Assignment list is incomplete

- Assignments not listed in Table of Contents

- No Table of Contents

Presentation and

Organization

- Assignments and reflections are clearly titled with dates

- Page number location is consistent

- Work is legible- Clear separation

between notes and reflections

- Reflections are clearly labeled

- Not a clear separation between notes and reflections

- Work is legible- Pages are numbered- Most assignments

and reflections are titled and are dated

- A few assignments and reflections are not titled or missing dates

- Pages are numbered

- Most work is not legible

- Some pages are not numbered

- Many assignments and reflections are not titled and are not dated

- Not legible- Assignments and

reflections not titled or dated

- Dirty or loose papers

- Pages ripped out and have left jagged edges

Content -All assignments are complete

-Reflections have been written for each class

- Reflections match topics discussed

- Reflections indicate thought and insight

- Missing a maximum of 2 assignments and/or reflections

- Reflections match the topics discussed

- Reflections show some insight

- Missing a maximum of 3 assignments and/or reflections

- Reflections don’t always match the topics discussed

- Reflections show little insight and are a retelling of class events

- Missing a maximum of 4 assignments and/or reflections

- Reflections are not related to the class topics

- Reflections are a retelling of class events

- More than 5 assignments and/or reflections missing

- Reflections are a brief retelling of class events

Category 5 points 4 points 3 points 2 points 1 point Multiplier Score

Final Score _______________

Closing ThoughtsClosing Thoughts

Be flexible and do what works for Be flexible and do what works for you you andand your students your students

Focus on the most important areasFocus on the most important areas There are no mistakes – only There are no mistakes – only

learning opportunitieslearning opportunities