1. Science Notebooks Management and Assessment Sue Campbell Livingston Middle School

2. Management Issues Be clear in your expectations for your students Be clear in your expectations for your students Plan for your prompts Plan for your prompts Think about what they are doing with the pages – sometimes facing pages is needed (tables and graphs, quizzes and reflection) Think about what they are doing with the pages – sometimes facing pages is needed (tables and graphs, quizzes and reflection)

3. Grading Create a rubric Create a rubric Give the rubric to your students Give the rubric to your students Where possible show examples and non- examples Where possible show examples and non- examples Conference with students for the first assessment when possible (have them evaluate their work prior to the conference using the rubric) Conference with students for the first assessment when possible (have them evaluate their work prior to the conference using the rubric)

4. Grading Formally grade twice per grading period (progress and final) Formally grade twice per grading period (progress and final) Pace yourself – give yourself enough time Pace yourself – give yourself enough time Informally assess in-between formal assessments – especially for struggling students Informally assess in-between formal assessments – especially for struggling students Random notebook checks – once per grading period (keeps them prepared) Random notebook checks – once per grading period (keeps them prepared)

5. Student Reflections Following any assessment (notebook, quiz, test) have students write a reflection Following any assessment (notebook, quiz, test) have students write a reflection Use facing pages Use facing pages Goal is that it becomes a tool and they take ownership of their learning process Goal is that it becomes a tool and they take ownership of their learning process

6. Rubric Decide on the categories that need to be assessed Decide on the categories that need to be assessed What kind of point value are you going to use? (5, 4, 3) What kind of point value are you going to use? (5, 4, 3) Are all categories weighted the same? Multiplier? Are all categories weighted the same? Multiplier? Within each category describe what the work would look like at that level Within each category describe what the work would look like at that level

7. Rubric Work Groups Form teams (3-5 people – perhaps by grade level) Form teams (3-5 people – perhaps by grade level) Decide your categories Decide your categories Decide the point value Decide the point value Write descriptions for each point value Write descriptions for each point value Write or type your rubric – identify your grade level Write or type your rubric – identify your grade level Be prepared to share with the group Be prepared to share with the group

8. Sample Categories Structure (Title page, Table of Contents, pages numbered, glossary, etc) Structure (Title page, Table of Contents, pages numbered, glossary, etc) Notes Notes Reflections Reflections

9. Category5 points4 points3 points2 points1 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 Organizati on - 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

10. Category5 points 4 points 3 points2 points1 pointMultiplierScore Final Score _______________

11. Closing Thoughts Be flexible and do what works for you and your students Be flexible and do what works for you and your students Focus on the most important areas Focus on the most important areas There are no mistakes – only learning opportunities There are no mistakes – only learning opportunities