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Thanks again for the great video, Kent. I appreciate the time, openess and positive approaches you have to science education. I am curious what you would award if the students don't complete the activity, do you show the insufficient evidence column on your other rubrics? Often when I assess CER my kids will say things like "how was I supposed to know that ... or ... how was I supposed to know to link what you taught ... ". When you did this activity were you specifically teaching about weather patterns in the southern and northern hemispheres? Did you teach some geography before this class or did the students do their own research? Thank you!

This Diagram is very helpful to me..❤❤ Thanks A lot😊😊😊😊

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Awesome ! do you have an actual experiment using these singing bowls ?

IT'S VERY HELPFUL FOR ME 😊😊😊😊😊😊😊😊😊😊😊😊😊😊😊😊

Great explination

Kent, thank you for the video. Do you host ProD workshop on the provincial ProD day this year?

Great! Thanks for sharing! Love it!

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Good 👍

Amazing! Thank you

Thank you for this video! Our school fully integrated SBG this year we are hosting a family night to inform parents on the benefits of SBG over traditional grading, and this is an excellent and influential example.

Thank you Kent. With the Celery question, could you please let me know how you determine the proficiency level of the student?

Hi Kent, are you going to host any ProD workshops on standard-based assessments on BC ProD day? Please let me know! I would like to learn from you!

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I fully agree with you. Chatgpt for me. Magic school only if I have time.

Hey Kent, great video; thank you. When grouping learning outcomes, would you suggest that the same grouping be applied from grade year to grade year? So, for example, you combined evaluating and analyzing this year. Does that mean that when your students move up a Grade next year, the same grouping is applied? TL;DR Should outcome "condensing" be consistent 8 - 12? How would inconsistent grouping affect students? P.S. Are you going to do something special for your 100th video? Congratulations!

Hi Kent, When creating a quiz/test using SBG, how do you use Bloom's taxonomy and BC's curricular competency to create questions for different proficiency levels (emerging, developing, etc)? Thank you!

Hi Kent, I was wondering if you use the standards-based grading for senior-level courses? I would like to change my quizzes and tests to be more standards-based for my senior chemistry courses over the summer. Thank you!

Looks very cool. Will add it to my arsenal for next years voc practice. Thanks for all the awesome info this year. Have a swell summer.

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Nice summary. It may help to refer viewers to Understanding by Design. The 3 stages help craft the leaning from assessment to lesson planning. It prevents us from teaching one way, and then assessing differently. It is the integration of the skills, within a framework of a Compelling Story with clear actionable assessment. Then, and ONLY then, can students build a journey of evidence to show the growth of their learning. As Guskey's article you show states, SBG itself doesn't improve learning. Learning improves via autonomy, engagement, and clarity.

My concern is that with NGSS the wording of some standards don’t require a detailed understanding of content. For example, NGSS doesn’t mention they must know how the identity the parts of a cells. So if you’re only grading them on the standards how could you use that test?

Love the ideas! Just wanted to say that the website page for ep90 says "404 page not found"

One of the problems with SBG is stated in the opening. It’s about skills and ignores knowledge. Traditional grading is better at being able to assess both knowledge and skills, and both are important.

Great ideas. Videos are wonderful to use in science class. I have used several strategies including a follow up CER prompt, 3-2-1 sheet (3 things I learned, 2 questions, i have, and 1 concept I want to learn more about), and Edpuzzle to do a formative assessment. I also include videos when using hyper docs. Thanks again.

Great vid sir. Will have to give this a go. Happy Vernal Equinox!!

How do you know when grading if a student is developing or proficient? Are you ever concerned that you aren’t assessing the students the same?

How do you determine a final percentage letter grade for your 10-12 students?

Great vid. Thanks for clarifying.

What is the difference between SBG and "traditional" grading? does grade distribution should be another topic to consider?

Good data. Very interesting to see how the students responded. Thanks for the info.

I find that the rubrics it makes are unusable since students can say something is proficient when I disagree and say it is emerging. I prefer more quantifiable rubrics.

Great vid. Really makes me want to dive in and get some material for my next assessment. It seems that the trick is wording the question to the AI in the most specific way possible. This will take some practice. Thanks again for setting the stage.

Great vid. Thanks for the info. BTW love the newsletter.

is that a computer that uses floppy discs back there?

Great vid. Good to see you back. Would love to do SBG but not a reality in my school. I will try to use some of the theory when creating assessments and grading. Stay warm. All schools here called off tomorrow due to wind chill. 🎉

I’m not a teacher but I made a snow globe today . We used baby oil instead of water . I actually put fake snow in mine the fake snow doesn’t sink to the bottom .

Looks great. Will have to try this after break. Thanks for the super ideas and have a nice break.

Excellent. But I need one for essay composition.

I’m so glad I found you! I’m new to teaching science in 6th grade and we have to make our materials. This is a huge help. Thank you.

Great idea. Always looking for ways to help students review vocabulary ( or BESTs -brain expanding science terms) as I call them. I started experimenting with Bard I Google chrome as ChatGPT is screened out at our school. On a funny note, I used your riddle idea in a secret Santa exchange and got some superb results. 😂.

Glycerin thickens up the water to make the snow sink slower.

I like how you are mentioning qualitative data in the evidence. Would you dock points from students who don't mention numbers but say that by age 8 is the most common age that students don't believe in Santa? It seems to me that the reasoning here is other observable phenomenon, and not any big picture ideas or concepts.

Great idea. Thanks for sharing.

This seems like a great way to have students also create and submit riddles in a sort of competition. You could display the winners in the classroom and on a class website.

Took me less than 10 minutes to make a cool riddle worksheet. Kudos!!!!

Excellent idea! I will be diving into this with my current vocabulary dealing with soil and formation. BTW- remember "GIGO"??? Cheers.

I didn't try with my students because I didn't have any. I'm not a teacher, but I'm a mother and a grandmother and a great-grandmother. And we use glycerin to put in with any type of snow and it'll keep it from floating and I'll make it sink to the bottom and then you can shake it from the bottom and it'll come up and then I'll go back down again. That's what we used so probably you're going to figure that one out though

Another great example of how to use a CER in class. Will have to use this one. I am doing a CER this Friday that uses a product called Sham Wow. A great video when the salesman demos the product and the kids are supposed to assess how well the product actually seems to perform. Unbeknownst to,them i actually bought the product and we do a real test the next day to see how accurate the demos in the commercial are. They love it. Thanks again. 🎉