Grading Policies and Expectations

Grading Policy:

Proficiency-based grading implies that not all assignments are graded. Many assignments, whether in-class work or homework, are focused on skill or concept development. These are called formative assignments. Summative assessments, assignments that measure student progress toward academic standards, are the only things that should be graded in the traditional sense.

This does not mean, however, that students are excused from doing work. I work hard to make sure that the work I’m asking students to do helps them progress toward learning goals, and I expect students to be working hard to make progress as well. I keep track of whether students are completing formative assignments and give them feedback, guidance, and advice as they work to build skills.

Grades at the end of each quarter will be based on where students are performing relative to the standards that have been taught and assessed during the quarter, and each student will need to have completed all summative assessments in order for me to have enough evidence to assign a grade.

I will not assess students on every standard during every grading period. Some standards will be assessed continually or frequently throughout the year, others will be assessed only once or a few times. Students can generally always revise work or retake tests to raise their grades.

Grades are assigned using this four-item scale:

HP (4)

Highly Proficient: The work demonstrates excellent understanding of the concepts and content suggested by the learning target and/or consistently excellent execution of the skills described. While there might be minor errors or flaws, the student demonstrates in-depth, thorough understanding or advanced ability that exceeds the level described by the learning target.

PR (3)

Proficient: The work shows understanding of the concept or content suggested by the learning target and/or a basic ability to consistently execute the skills described. While the work may contain several minor errors or flaws, the student demonstrates understanding or ability that meets the level described by the learning target.

CP (2)

Close to Proficient: The work demonstrates some understanding of the concepts or content suggested by the learning target and/or an inconsistent or incomplete ability to execute the skills described. Errors, misunderstandings or a lack of consistent performance shows a developing understanding or ability that falls short of the level described by the learning target.

DP (1)

Developing Proficiency: The work demonstrates a distinct beginning understanding of the concepts and content suggested by the learning target and/or an ability to only partially execute the skills described. Serious errors, significant misconceptions, or flawed, incomplete performance shows understanding or ability that falls well below the level described by the learning target.

Each assignment is entered in connection to one or more of our target standards. Students receive a score on each standard based on the rubric above.