Body of Evidence

A Body of Evidence for learning of a standard includes: practice, formative, and summative assessment.

The body of evidence for a standard should illustrate a student's level of proficiency on a power standard through multiple types and formats of assessments. There are numerous formats that an assessment can take (performance, writing, creative, open-ended, project-based, etc.) Depending on content and purpose of the assessment, it may not be a paper & pencil assessment.

PRACTICE

Practice refers to activities students engage in to develop their knowledge and skills during the learning process.
The regularity of practice entered into the gradebook is at the discretion of the teacher.
Practice will be entered in the gradebook to communicate student engagement with the learning using:
- - Complete
  - Incomplete
Practice is not included in the grade calculation, allowing students to experiment, make mistakes, and learn without penalty.

Example of Practice:

Ms. Johnson, a high school math teacher, introduces a new topic on quadratic equations. She starts the lesson by explaining the basic concepts and solving a few example problems on the board. Afterward, she hands out a worksheet with various quadratic equations for the students to solve.

Students work individually or in small groups, trying to apply what they've just learned. Ms. Johnson walks around the classroom, offering help and answering questions. This worksheet isn't graded; its purpose is purely to give students a chance to practice and solidify their understanding of quadratic equations.

FORMATIVE ASSESSMENT

Formative Assessment is used to gather feedback on where students are in their learning. Formative Assessment data is used to drive instruction and determine support needed for student learning.
Every learning target on the proficiency scale for each power standard will be formatively assessed to support learners in achieving the standard prior to a summative assessment.
Formative assessments can be unobtrusive or obtrusive.
Formative Assessments will be entered in the grade book to communicate where students are in the learning process using:
- - Proficient
  - Not Proficient
Formative Assessment is not included in the grade calculation, but completion of formative assessment is a required and essential component in the learning process.

Example of Formative Assessment:

Mr. Lopez is teaching a unit on the water cycle in his middle school science class. After a couple of lessons on the topic, he wants to assess his students' understanding of a specific learning target: the process of condensation.

He gives his students a short quiz focusing solely on condensation, including multiple-choice and short-answer questions that ask them to describe the process and identify examples. After students complete the quiz, Mr. Lopez reviews their answers and sees that many students are still unclear about how condensation contributes to the water cycle.

In the next class, he provides additional explanations, uses visual aids, and conducts a hands-on experiment to illustrate condensation more clearly. The quiz is not graded, but it helps Mr. Lopez identify and address specific misconceptions.

SUMMATIVE ASSESSMENT

At least ONE summative assessment should be administered per standard.
The summative assessment assesses the entire standard at the depth of knowledge required by the standard.
Summative assessment should be administered once all learning targets have been taught and formative assessments indicate the majority of students are ready to demonstrate understanding of the full standard.
The proficiency scale is used to evaluate proficiency on the summative assessment.
- - Exemplary
  - Meeting
  - Approaching
  - Beginning
  - No Evidence
The most recent summative assessment produces the standard proficiency mark to be included in the course grade calculation.

Example of Summative Assessment:

Mrs. Thompson’s high school World History class has been studying World War II, focusing on its causes, major events, and consequences. As the semester draws to a close, she needs to assess her students' understanding of the impact of conflict and diplomacy on international relations, in line with standard WH.9-12.18.

For this summative assessment, Mrs. Thompson designs a comprehensive final exam that requires students to analyze both the conflict and the diplomatic efforts during and after World War II.

Multiple-Choice Section: Questions cover major battles, key figures, and significant diplomatic efforts during World War II.
Short-Answer Section: Students answer questions that require them to explain the outcomes of specific conflicts and diplomatic efforts, focusing on their impact on international relations.
Essay Section: Students write an essay addressing a prompt such as: "Evaluate the impact of World War II on international relations, focusing on both conflict and diplomacy. How did these elements shape the post-war world?"

Mrs. Thompson will use the final exam to evaluate whether students have met standard WH.9-12.18. The comprehensive nature of the assessment ensures that students demonstrate their understanding of the significant impact of both conflict and diplomacy on international relations during and after World War II.

REASSESSMENT POLICY

Students will have an opportunity to reassess a standard regardless of the proficiency level and add another summative assessment score to the body of evidence in the gradebook.
A student’s proficiency cannot decrease due to reassessment.
- - If this were to occur, a comment should be added to the reassessment assignment stating “proficiency mark did not improve”.
Students and teachers will coordinate a plan for reteaching & relearning prior to reassessment within one week after the feedback from the summative assessment is received by the student. This plan will utilize a reassessment form that includes:
- - Timeline for relearning
  - Student reflection of the learning targets within the standard
Course alike teachers should have similar relearning requirements that include:
- - Meeting with the teacher for reteaching
  - Engaging in additional practice
  - Completing formative assessments that are missing
  - Using feedback provided to revise original work
If standards are spiraled within a semester, a reassessment plan must be initiated within one week of the summative assessment being returned

Request to Reassess Form

COMPOSITE LETTER GRADE

In grades 9-12 and Middle School courses for HS credit, the composite letter grade for each course will be determined by the synthesized standards based marks.

A - All composite power standards are Ms and at least one E

B - All composite power standards are Ms, no more than 1 APP, and no BGs

C - All composite power standards are Ms or APPs, and no BGs

D - All composite power standards are BGs with at least on APP

I/F - All composite power standards are BGs or NEs

An “I” will not be assigned without written agreement between the instructor and student with Administrative approval. An “I” will change to an “F” three weeks after the term marking period. In those three weeks students have an opportunity to go through a relearning process and have more opportunities to show what they know (reassess) for the previous standard.

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