Reflection: Adjustments to Practice Reaction Rate Lab Report - Section 6: Debrief

 

As I grade these student projects, I wonder about a number of issues that are all related to fairness in grading. First, am I grading something that I have not thoroughly taught? When I look at how well students as a group are able to discuss the various items I ask them to discuss after the data is collected, I realize that they have significant gaps in their ability to make meaning out of their data. What this indicates to me is that I need to spend more time next year teaching and giving students the opportunity to practice this skill set before I give them a grade for this activity.

And so, at first I was annoyed with myself that some students were able to get a solid grade even if they did not do a good job in discussing what their data meant. While most students were able to make a general conclusion based on their data, they could not all assess the validity of their data and make an evidence-based argument for why they were or were not confident in their data. However, in light of how much time we spent on this latter skill, I am glad that students’ grades did not suffer because they were not facile in assessing their data’s validity. I was happy that some students asked questions about this part of the lab and distinguished themselves in being able to assess their data. This latter group of students deserved the highest grade for this assignment.

  Fairness in Grading
  Adjustments to Practice: Fairness in Grading
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Reaction Rate Lab Report

Unit 6: Reaction Rates
Lesson 8 of 8

Objective: Students will be able to analyze data they gathered from that reaction rate experiment to draw a conclusion.

Big Idea: After scientists conduct an experiment, large amounts of data need to be organized and interpretted.

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