A “1” is the lowest score my students can receive. This example has one word and a pretty terrible drawing that does not demonstrate any understanding of the concept. Marker was used.
A “2” has a title, misspelled content words, and an incomplete diagram.
A “3” has a complete diagram, but with no title and specific information. It has a written description that addresses what the student observed using some content vocabulary.
A “4” has the a complete diagram with a title, descriptions, labels, and color. The student not only stated the information they observed, but also included information about the change in energy and the current in a closed circuit.
Have I seen some “1”s at the beginning of the year? YES! Have I seen “4”s? Not really. I mostly see twos and threes and I have to train them to take it to the next level.
Having these examples posted helped my students recognize the effort that needed to be applied and self-assess their work. I’m not walking around saying “1”, “3”, “1”. I’m working with students. Teaching students to self-assess gives me the opportunity to work with more students and gives them the opportunity to achieve higher quality work and ultimately, better retention of the material.
See all my posts on science notebooks.