Guiding Philosophy for Grading and Assessment

  • Students deserve authentic and candid feedback on their progress toward learner objectives. A meaningful grading policy should encourage students to be active and self-aware learners.

    Grading Policies & Guidelines:

    • Summative scores will comprise of minimally, 90% of grades, while formative scores will comprise of a maximum of 10% of the cumulative grade.
    • “Summative” work, is work done at a pre-determined checkpoint, intended to measure student mastery of expected outcomes.
    • Students are allowed to retake/re-do summative assessments in order to enhance their learning.  Students with D’s or F’s on summative assessment are encouraged into retaking/re-doing, while students with B’s and C’s may elect to retake/re-do summative assessments in collaboration with their teachers. 
    • Retake opportunities will be limited to one per class per semester. (Exceptions will need to be negotiated beyond that limitation.) 
    • All formative work must be completed prior to the retake.
    • Retakes must be completed within one week of the first summative deadline.
    • Students must complete the Alternate Learning Plan as part of the retake process.  Students should work with their parent and teacher to complete an ALP plan that will lead to success.  The ALP should be completed within 2 days of receiving the original summative grade.  The final copy of the student ALP should be presented to the teacher prior to the retake.  Teachers will keep this plan on file.
    • Teachers and parents are encouraged to provide constructive coaching to students, so that they learn appropriate study skills to apply for future preparation.  Students may seek input from the Advisory teacher/team of teachers.
    • The primary objective of the ALP is to get students to reflect on their practices and create action plans for future success.  The ALP is a learning opportunity.
    • Retakes should not be the exact same test in a second attempt.  They may look similar to, or vastly different from the original assessment, but should measure the same objectives.  It is also recommended that the retake(s) don’t take away from core instruction time.
    • Students need not be re-evaluated on concepts previously proven mastered.
    • The retake grade should replace the original grade.  The two grades should not be averaged together.  Teachers should list the original score and the retake score(s) within Infinite Campus.  The purpose is to measure current achievement. 
    • Missing summative measures are not acceptable.  Since the summative is the measure of learning at a checkpoint, the teacher should make every effort to get a valid measure.  The summative assessment may need to be carried out in an alternate way, measuring the same objectives.
    • Student refusal to complete summative assessments should be treated with behavioral interventions, not affecting grade measures.

     

    Students should…

    • Make every effort to succeed, to their best ability, on the original summative assessments.
    • Make additional attempts, infrequently, but when necessary, to compensate for missing skills/concepts.
    • Actively reflect on learning and create meaningful re-learning plans, when necessary.
    • Communicate plans to parents and teachers.
    • Commit to completing the plans that they have agreed to. 

     

    Parents should…

    • Collaborate with their students on the Alternate Learning Plan.
    • Guarantee ample time and space for the completion of ALP’s within the parameters that were approved and by the determined deadlines.
    • Encourage their child to use high quality study methods, in hopes of succeeding on the original summative assessments.

     

    Teachers should…

    • Advocate for student to continue learning, when they have fallen short of expectations.
    • Establish and communicate clear expectation for students and parents.
    • Educate parents on the grading policies in your classroom/team.
    • Create assessments that measure learning outcomes in a fair and accurate way.
    • Coach students through the Alternate Learning Plan process.
    • Employ professional discretion and feedback for students who may be misusing the grading and assessment policies.