Student engagement and performance in science and math, especially in
underserved populations, have declined as a result of the pandemic and the
switch to remote learning. Traditional teaching methods have had to evolve in
the face of these new challenges. This work describes how project-based learning
(PBL) is woven into the scope and sequence of high school Chemistry. Assessment
is a departure from a points-based to a standards-based grading system. Students
are evaluated based on their mastery of four different standards: inquiry,
design, analysis, and communication. Examinations that test for content are
enhanced with inquiry-based problems that connect Chemistry to real life.
Students are expected to take responsibility for their own performance, to seek
help when needed and to advocate for themselves. The work presented will include
classroom strategies, project ideas that promote equity, and samples of
assessments and student work.
The work presented will include classroom strategies and project-based learning ideas with samples of student work. It describes a standards-based assessment that focuses on the acquisition and mastery of skills as an alternative to a traditional points-based grading system.
Caroline Gochoco-Tsuyuki (Archbishop Riordan High School: Lafayette, CA)