CC Hassle Science Teachers Faces when It Comes to Grading Methods Discussion Replies

Reply to all 3 with 100 words a piece

Part 1

As a science teacher I’ve learned that most of my students are kinesthetic learners. Most of what we do as science teachers, centers around science process skills: making observations, conducting research, forming a hypothesis, experimental research, and drawing conclusions. Many science teachers would argue that science is not a noun but a verb. Therefore, I understand the importance of investigation and the learning opportunities it affords. However, I don’t agree with Francine’s grade distribution of 90% for the experiment and 10% for quizzes, especially for a third grade class. Most science classes follow a distribution of 70-80% for lecture and 20-30% for lab work. This would put the larger weight on the content more than the lab. According to Popham (2017), “One of the most serious difficulties with performance assessment is, because students respond to fewer tasks than would be the case with conventional paper-and-pencil testing, it is often more difficult to generalize accurately about what skills and knowledge are possessed by the student” (p. 200). There are students that do well in lab but fail the course because they did not understand the scientific concepts. I would suggest to Francine to make sure that the lecture topic coincides with the lab. For example, if students are given to grow a plant in 2 months, I would assume that the teacher is teaching a 2-month lecture on plant growth. I would also suggest that 90% in one area is too much for any class and is inappropriate for third graders, who have not yet learned that level of accountability. I would recommend the assignment as a group project that would count as 5-10% of each student’s unit grade. What do you think?


Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.). Boston, MA: Pearson.

Part 2

I believe a performance test would be a great idea for students to do a scientific experience, however, I do not believe that 90 percent of the students’ grades should depend on a semester long assessment. A 2 month experiment is a little bit much for a performance. I believe should divide everything evenly. Half of the students grades should come from participation and the other half could be the performance portion, not 90 percent. Maybe, Ms. Floden could add the traditional examination as well. I do not believe it will fail to capture the richness of a scientific experience. Although Ms. Floden students seems to be satisfactorily under way with their experiments, I would expect all students to do well because of the length of the performance as other teachers have stated “overbooking on a single assessment”. A performance test is important to me because it is a better tool for gathering evidence about what students can do with their knowledge. It allows students to apply knowledge to solve a problem or demonstrate a skill. This test should be clear and help students focus on those things so that they can show what they know. Also, I agree with other colleagues, a performance test is a good for a biology course but she needs to make a few adjustments to her plan. According to Popham, ” Performance tasks require a fair chunk of time for students, the teacher is often faced with shaky generalizations on basis of few student performances.” I would have disagreed that it requires 2 month to finish a single assessment.


Popham, W. j. (2020). Classroom Assessment: What Teachers Need to Know. (9th ed.) New

York, NY: Pearson.

Part 3

If I were Mrs. Floden, I would keep the classroom participation grade. However, I would incorporate short-answer and critical thinking questions in quizzes throughout the semester. Instead of one task embodied test at the end of the semester. I would have students complete a different research project every nine weeks based on the different standards and curricular aims we have addressed during that 9-weeks period. In this manner, students will still have a 2-month window to gather and collect data and 90% of their grade will not come from one assignment. According to (Popham, 2020, p. 202). Often, an examiner (such as the teacher) observes the process of construction, in which case observation of the student’s performance and judgment about the quality of that performance is required.” The students will continue to follow the same rubric by preparing a formal scientific report and an oral presentation. I would also allow students to work in groups—each individual would be reminded that an equal amount of effort from each participant will ensure fair grading for all. Students will have the opportunity to explore with different performance assessments enabling them to truly understand the meaning of trial and error by using critical thinking skills. By the time students enter their fourth round of research, they will have become a stakeholder in the facilitation of learning and the teacher can determine if the students have learned and can apply the information taught to real-life applications.

Popham W.J. (2020). Classroom Assessment: What Teachers Need To Know. 9th ed.

Pearson: New York, NY.

Prof. Angela


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