Grading: Pre-Calculus

Grades are neither prizes nor rewards; rather they are just the natural byproduct of students following through on their own intellectual curiosity. While student-centered, meaningful learning is the focus of this course, for those of you who like the numbers, evaluations are broken down into the following percentages: 

Weekly Core Value Eval – 5%

A student’s eval is reported in two ways. Each week, I'll ask students to reflect on how they did embodying a particular Core Value. This reflection is worth 3 points based upon timeliness and the quality of their response. These will make up 5% of a student's grade. The data from these reflections will be inputed into Gradescape. While not factored into the student's grade, comparing the student's averages across Core Values and the averages of the score's I've given them based upon their reflection and observation provides a rich look into the intersection between who they are as human beings and who they are as students. This practice is extremely beneficial in determining whether the student and I have completely different perspectives on things like the learning environment, their strengths as a student, their relationship to the school community, and so much more!

Formative Assessments – 45% total 

Formative assessments are varied assignments used to evaluate how a student is doing as they are learning the material. As these assignments are given as a student's knowledge is still in the process of developing, they are all eligible for reworking for an improved score through our Master Learning Policy.

Practice Problems (15%) is graded on a 4 point scale. Only 25% of the grade on practice problems is for correctness, for students should not be afraid to try to do math. I treat practice problems the same way I expect a student musician to treat practice after a lesson ... he or she goes home and practices, practices, practices until they get it right. There are 30 problems on every homework. I ask students to choose the 25 they feel it is necessary that they work on. It is important for a student to see how they are doing, so, students are asked to grade their practice using a key I provide with each assignment. The students who do the best are the student who ask for help, rework the problems they got wrong, and come to office hours until they feel comfortable with their mastery. The other 80% of a practice problem grade is made up of those soft skills we as a department feel are necessary for student success 

4 points:

• Timeliness: Submitting a scan of the practice on time to Google Classroom. Same day late, -0.25 points. Within a week late, -0.5 points. More than a week, -1 point.

• Preparedness: Complete notes from the previous lesson. (If you're absent, get copies of the notes from a friend.)

• Completeness: Assignments are labeled and self-graded.

• Mastery: How well you did on the homework.

Benchmark Assessments (Quizzes) (30%) are graded on a 10 point scale based on percentage correct. There are weekly quizzes given on material only after the material’s been assigned and reviewed in class. Quizzes are typically on the second block day of the week. When necessary, students can revise by making corrections on the quiz problems where they stumbled for ½ point back with each correction. There will be 12 questions, giving students a chance to choose which 10 to complete. Students taking the class for honors credit will complete all 12.

Summative Assessments – 25% total

Summative Assessments are assignments given at the end of unit designed to evaluate final student mastery, the product of the formative assessments. As such, summative assessments are not revisable. That being said, any student that practices Grauer School core value of self-advocacy and asks for an extension because they do not yet feel like their learning is complete, may do so within reason. If a student turns in late summative work without making arrangements in advance, they will be a grade penalty.

Tests/Projects are graded on a 100 point scale based on percentage correct broken into three levels based on question types. After each unit, there will be an assessment (delayed well after the unit to make sure students have time to really review the material, get any lingering questions answered, and complete revisions). 

100 points: 

• Level 1 – These are procedural based questions. There are usually 10 per assessment. (60 points)

• Level 2 – These are conceptual based questions. As they are a little harder, there are 6 per assessment. (30 points)

• Level 3 – These are conceptual based questions where students will be asked to apply material they’ve learned to solve a problem in an entirely new context to what they’ve seen in class. There is only one of these. (10 points) 

NOTE: Sitting in the class, soaking in information should get you through the Level 1 questions. Working through the material, really practicing it until you've got it, will help to get you to correctly complete the Level 2 questions. If you get through Level 1 and Level 2, you fall in the C and B grade range (and there is NO SHAME in that). The ability to answer a Level 3 question is what really demonstrates an A student

Semester Assessment – 25%

Like tests, the Final Exam will be broken down into the three types of questions, but there will be more of them as we’ll be assessing student learning through the semester. Final Exams are NOT revisable.

Honors

With Honors, you can choose to do a comprehensive project related to math or 20% more work on homework, quizzes, and tests. Honors student will also have to make an informational poster about a famous mathematician. If you are in honors, you must keep up with your work. If you do not submit 4 assignments in a row, you’ll get a warning. If you don’t submit work within an agreed upon time thereafter, you will be dropped from honors.

AI Policy

The use of AI or other automated technologies to complete assignments is not allowed unless explicitly authorized by the teacher. When authorized, the student must use proper quotes, footnotes or attribution to avoid an academic integrity violation. If you have any questions about what is allowed, please speak with your teacher in advance.