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“No kid is unsmart. Every kid is a genius at something. Our job is to find it. And then encourage it.” – Robin Sharma
Weighted Grading for my Classes
Weighted Grading for my Classes
Independent Practice Assessment.....25%
Independent Practice Assessment.....25%
This takes place almost daily to show immediate understanding of a single standard and provides immediate feedback for self reflection, remediation, and correction.
Examples: Homework, daily worksheets, and IXLs
Formative Assessment.....35%
Formative Assessment.....35%
This occurs in the short term, and the feedback is quick to enable the learner to evaluate his/her understanding and provides a chance to better recall skills before summative assessments.
Examples: quizzes, warm up assessments, and long term classroom activities.
Summative Assessment.....40%
Summative Assessment.....40%
This takes place at the end of a large chunk of learning. Feedback to the learner is still quick, but may not be immediate. Assessments tend to be more formal, using tools such as projects, written assignments, and tests.
Examples: Chapter tests, extended essays, and projects scored with a rubric.
ACES Grading Scale
ACES Grading Scale
92-100---A
83-91--- B
74-82--- C
65-73--- D
64 and below---F
Incomplete-- I
Specials
Outstanding--- O
Satisfactory--- S
Needs Improvement---N
Unsatisfactory---U
Incomplete--- I
Project Grading System.
Project Grading System.
(Based on the PARCC scoring Guide.)
Level 5 (93-100):The student performance demonstrated at this level exceeded academic expectations for the knowledge, skills, and practices embodied by the standards assessed at their grade level or course.
Level 4 (85-92):The student performance demonstrated at this level met academic expectations for the knowledge, skills, and practices embodied by the standards assessed at their grade level or course.
Level 3 (76-84):The student performance demonstrated at this level approached academic expectations for the knowledge, skills, and practices embodied by the standards assessed at their grade level or course.
Level 2 (70-75):The student performance demonstrated at this level partially met academic expectations for the knowledge, skills, and practices embodied by the standards assessed at their grade level or course.
Level 1 (50-69):The student performance demonstrated at this level did NOT yet meet academic expectations for the knowledge, skills, and practices embodied by the standards assessed at their grade level or course.
Standard Based Grading System
Standard Based Grading System
Standards-based grading communicates how students are performing on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what a student knows in relation to pre-establish learning targets.
Benchmarks, throughout the year, will be based on this grading system.
Level 4: Excels and exceeds standard being measured.
Level 3: Proficient in standard being measured.
Level 2: Approaching proficiency in standard being measured.
Level 1: Well below proficiency in standard being measure.--This level will required a response to intervention (RTI.)
Do not mistaken 4, 3, 2, and 1 to mean A, B, C, and D.
At level “4,” student performance is above and beyond grade level standards. So, a student who receives straight “A's” in the traditional letter grading system may not necessarily have excelled beyond the grade level standards but is considered “proficient” and working at grade level. This would earn he or she a “3” in standard-based grading.
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