Learning Targets and Grading

Learning targets are the learning goals for each chapter or unit studied. Learning targets are primarily taken and adapted from state-mandated curriculum. Well-defined learning targets allow students to be aware of exactly what they need to know and what they need to be able to do with that knowledge. Students will be given learning targets for each unit in paper form as well as an attachment on this page.

Learning targets are assessed on a 4-point scale based upon the level of understanding students are able to demonstrate. Using a 4-point scale provides a more fair and accurate representation of what a student knows and can do (Reeves, 2004). Each letter grade in the scale below is weighted equally and provides students equal opportunities to receive any grade within the grading scale. The addition of Failure due to Insufficient Evidence (F/IE) is added to the scale to distinguish between failure due to lack of knowledge and skill and failure due to a lack of student evidence (Des Moines Public School, 2015). Although the 4-point scale does not eliminate the points game perpetuated in a traditional grading system, the scale minimizes the impact of variation within the grading practice. (adapted from Benton Community Middle School/High School Standards-Based Grading Pilot Committee Handbook)

Learning Target Scale

4: A+ (applies/extends) Student applies skills in a variety of contexts. Student applies or extends the concept to a real world example. Student shows a high level of understanding with the concept and could explain it to others. An advanced level of knowledge is present.

3: B (meets standard) Student performance demonstrates an understanding of the knowledge and skills expected. Student demonstrates consistent use of skills over time.

2: C- (progressing toward standard) Student performance demonstrates a partial understanding of the knowledge and skills expected. Student is progressing in understanding, but the skills are not yet to standard. Student may need assistance to meet content standard.

1.5: D (area of concern) Student is working below content expectations. Student needs continued support. Student struggles when given assistance and may need an intervention.

1: F (area of concern) Student performance does not demonstrate an understanding of the knowledge or skills expected due to lack of knowledge and skill.

0: F/IE (failure due to insufficient evidence) Student performance does not demonstrate an understanding of the knowledge or skills expected due to lack of student evidence, i.e. not completing practice problems, assessments, classroom activities.

Half points may be used to show knowledge past one level but not quite to the next level.

Practice Problems

Practice problems are the suggested problems I feel students should complete in order to gain the understanding necessary for demonstrating learning target goals. Sometimes there is not enough class time to complete these problems. In this event, students will be expected to complete the problems outside of class. Being prepared from day to day is a necessary skill in any stage of life. Students are expected to complete work as assigned on time and for work to be of high quality.

Simply completing the practice problems is not an indication of how well students actually understand the problems and the learning target associated with those problems. Complete does not mean correct. The quality of learning comes from taking the problems missed and learning from them. Students need to find their mistakes and then complete the problem correctly. If students do not know how to complete the problem correctly, they need to ask questions. This allows students to make mistakes but to also get the appropriate feedback to improve. There is a direct connection between practicing and doing well on assessments!

Reassessment

Students may reassess learning within two weeks following an initial summative assessment. I reserve the right to extend the reassessment deadline depending upon new learning that may take place in class. In order to reassess, students will be asked to complete a reassessment form detailing what learning target will be reassessed and what steps will be taken to improve understanding of the learning target.

In order to reassess, practice problems over that learning target must be complete and correct. I also require students to work with me one-on-one through the original assessment to find the errors in their thinking. If I still feel students are not comfortable with the learning target, we will continue to work on more problems addressing that learning target. Ultimately, I am the one who decides when students are ready to reassess a learning target. Students may use time before and after school, class time (if time allows), or Bobcat Time to come in and work with me individually.

If a student scores below proficient on a summative assessment and has missing and/or late work, reassessment is required.

Final Grade Composition

Academic grades are calculated by averaging scores of individual learning targets from summative assessments. I will also look at the overall body of evidence to determine a final grade (Guskey, 2015). If I think the calculated average does not reflect the student's body of evidence, I can manually override the grade. A manual override will be noted in the comments box.

At the conclusion of each quarter, grades will be recorded through the Guidance Office as a way to track student learning over time. The overall grade will be determined by averaging each learning target for the class. This average will then be applied to the following scale: