DRAFT SCHOOL WIDE GRADING PROCEDURES
THE GOAL is incorporating practices that result in grades more accurately reflecting a student’s KNOWLEDGE OF THE CONTENT and STANDARDS, period, not a combination of academic achievement and other student behaviors such as timeliness, organization, participation, etc. Each student learns differently and at different rates (some more quickly, others take multiple repetitions). The grading practices below allow for students to “practice” learning concepts, make mistakes, and work toward fully understanding materials prior to being tested without great harm or consequence to their grade if they happen to get the practice parts wrong. The grading practices also allow students a second chance to fix their mistakes and improve a grade when students misstep or misunderstand the material.
Formative (or “Informative) Assessment = small “snapshots” that tell a teacher and a student where they are in the learning process. Examples may include smaller quizzes, homework to practice skills before a test, a rough draft of a paper, etc. This is the “practice” part of learning.
Summative Assessment = A larger task or performance that shows a student’s mastery or understanding of a skill, concept, or standard. Examples include tests, final projects, final papers, labs, presentations, etc.
Schroeder’s building-wide grading practice is as follows:
- Summative / (In)Formative Assessments: Teachers are expected to have a minimum of 88% of their final grades determined by summative assessments (tests, projects, labs, presentations, demonstrations, etc.); 12% may fall under teacher discretion and can include formative/ practice assessments and the like. 12 percent is the difference of one letter grade on our grading scale
- Due Dates and Deadlines: For summative assessments, teachers will set both a due date and deadline for when work handed in can receive its fully earned credit. The due date is when the assignment is actually due, or the test/lab/performance given. The deadline is an extended period of time afterward in which a student has one additional chance to re-do their original work/test for higher credit, OR by which any original attempt must be turned in to receive full credit earned.
- Student re-tests or resubmission for each summative assessment may occur after extra practice is documented as agreed upon by the teacher.
- Formative Assessments do not follow the same retake policies UNLESS a teacher chooses to make this part of their discretionary procedures.
- Missing work will be reflected in PowerSchool as a "zero” so it impacts a grade visibly and there are no surprises at the grading period's end. As stated above, this zero is not permanent and will be changed when the student completes his / her summative assessment. In addition, teachers should record “2s” on students’ academic citizenship grades when they have hit a threshold of missing assignments to inform parents about this pattern of behavior. Teachers should monitor and update both academic and behavioral citizenship grades weekly.
- Zero percent will still be given to students who do not hand anything in, or hand in something that shows little to no mastery or effort once the end of quarter date passes.
- Extra credit may be assigned if a teacher deems appropriate for evidence of learning that goes above and beyond the set standard. The number of points given in a quarter should not excessively impact a grade. Points should NOT be given for things that do not demonstrate evidence of LEARNING (eg: permission slips, boxes of Kleenex, handing in early, etc.) Also, students should not be allowed extra credit opportunities if they have not completed their regular assignments.
- PowerSchool recording: As a general guideline, teachers are expected to enter smaller assignments and formative grade checks within five school days of a due date. Larger projects and tests should be entered within a 5-8 school day window. Late/missing work handed in should also be recorded as no longer missing within one week’s time.
Grand Forks Public Schools Grading Scale
A = Excellent / Exceeds Standards 100-92%
B = Above Average / Meets Standards 91-84%
C = Average / Partially Meets Standards 83-76%
D = Below Average / Needs Additional Work on Standards or Meets Standards with Assistance 75-68%
F = Failure / Does Not Understand Standards or Failed to Submit Enough Evidence of Understanding <67%
I = Incomplete
SCHROEDER MIDDLE SCHOOL Academic Citizenship Standards
4) Exceptional: 4 in academic citizenship:
- Active class participation, uses self-control
- Uses class time wisely and efficiently
- Volunteers to help teacher and peers
- Work always completed
- Great effort shown
- Displays academic integrity
- Problem solves independently before seeking assistance
- Always prepared for class and learning
3) Expected: 3 in academic citizenship:
- Participates in Class
- Prepared for class and learning
- Regularly completes work
- Uses class time productively
- Effort shown
- Displays academic integrity
- Attempts to problem solve independently before seeking assistance
2) Needs Improvement: 2 in academic citizenship:
- Limited class participation
- Often unprepared for class and learning
- Limited work completion
- Inefficient use of class time
- More effort needed
1) Unacceptable: 1 in academic citizenship:
- Does not attempt work / apathetic learner
- Disengaged participant
- Cheating or plagiarism
- Unproductive use of class time
- Little effort