Differences

This shows you the differences between two versions of the page.

--- 200_instruction_-_student [2024/11/23 21:21] – jtorgerson
+++ 200_instruction_-_student [2024/11/23 21:45] (current) – [201 Grading] jtorgerson
@@ Line 116: / Line 116: @@
 When teachers and parents work together to implement these recommendations, homework can be useful and generally free from a high level of frustration. These parameters can and should receive broad support from both parents and teachers. CHA’s teachers should make whatever adjustments are necessary to live within these general parameters and parents should support these efforts to make homework beneficial.
+//Approved by Administration Team
+/2024//
+==== 201 Grading ====
+The purpose of grading is to describe how well students have achieved specific learning targets based on evidence gathered from an assignment, assessment, or other demonstration of learning. Grades are intended to inform parents, students, and others about learning successes and to guide improvements when needed. (Guskey, Jung 2013)
+**Grading Homework**
+Homework is generally a formative instructional strategy that can be used to inform and improve student learning. Homework should be given to reinforce or improve performance on specific standards. Course homework must be connected to a course’s learning outcome/standard, and its weight should not exceed 20% of the final grade.
+Refer to [[200_instruction_-_student#200_homework|Procedure 200 Homework]].
+**Summative Assessment**
+Summative assessment sums up what a student has achieved at the end of a period of time, relative to the learning targets and standards. A summative assessment may include a written test, an observation, a conversation, or a task such as a project or presentation. It may be recorded through writing, through photographs or other visual media, or through an audio recording. Whichever medium is used, the assessment will show what has been learned regarding specific learning standards. Refer to [[100_curriculum_professional_learning#122_assessment|Procedure 122 Assessment]].
+**Formative Assessment**
+Formative assessment takes place on a day-to-day basis during teaching and learning, allowing teachers and students to assess progress more frequently. It begins with diagnostic assessment, indicating what is already known and what gaps may exist in skills or knowledge. As the learning continues, further formative assessments indicate whether teaching plans need to be amended to reinforce or extend learning. Formative assessments may be questions, tasks, quizzes, exit tickets, or more formal assessments. Often formative assessments may not be recorded at all. Refer to [[100_curriculum_professional_learning#122_assessment|Procedure 122 Assessment]].
+**Late Work**
+Lower School teachers should use an “NTI” (not turned in) as the placeholder for late work, and completion is required.
+Middle and high school teachers should use NTI (not turned in) as the most appropriate placeholder for late work. Students should generally be given a 10% grade reduction for each day an assignment is submitted late, subject to teacher discretion on extenuating circumstances. If an assignment is not completed, despite intervention, within ten school days of the original due date, the teacher may permanently score relevant assignments as a zero.
+**Priority Standards**
+Priority standards are the standards that are essential for students to master to be prepared for and successful in the next grade level. While teachers will strive to teach, and may assess, all the standards, priority standards will garner extra time and emphasis within the curricula. Teachers are required to assess all priority standards that are chosen for their course. Priority standards are chosen by curriculum task forces or groups designated by the Principals.
+**Timeliness of Grading and Feedback**
+Teachers are expected to record grades for assessments in Veracross within one week of student submission of small, daily assessments (typically formative: homework, quizzes, etc.) and within three weeks of student submission of large assessments (summative tasks such as long essays or papers, large chapter tests, etc.), excluding time off for holidays. Teachers must complete all grading for a grading period by the deadline for grade submission as determined by the administrator. Teachers are required to submit a certain number of assessment grades per subject per quarter. See [[100_curriculum_professional_learning#122_assessment|Procedure 122 Assessment]].
+**Weighting (MS/US)**
+Weighting of gradebook categories should reflect an emphasis on summative assessment of priority standards. Formative elements, such as homework or class participation, should not exceed, in total, 40% of a student’s grade. Exceptions may be made in collaboration with the Principal.
+**Extra credit**
+Teachers should not give extra credit/bonus points; however, teachers can allow students to demonstrate improvement on an assessment grade through reassessment. Extra credit should never be given for tasks unrelated to a course’s relevant learning objectives. For example, students may not be given extra credit, for example, for bringing a donation, helping tuck in chairs, or attending a Cubs game.
+**Grading on a Curve**
+Teachers may not adjust assessment scores ‘to a curve’ or adjust scores on assessments so that the highest grade is a 100%. Assessments should be written as measurements of specific learning outcomes as determined by the Curriculum Guides. By way of example, if a class all receives a 60% on an assessment of predetermined learning outcomes, either (a) they have not achieved mastery and should be re-taught the material, rather than receive an adjusted A+ on the assessment; or (b) the assessments was too difficult and did not adequately assess the predetermined learning outcomes. However, readjusting assessments is appropriate; for example, if a particular question was too difficult or poorly worded, faculty reserve the right to make adjustments after grading.
+**Final Exams (US)**
+High school final exams are required for Upper School courses unless exempted by the principal. Final exams must be between 15-20% of the final semester grade.
+**Grade Conversion**
+Final grades are calculated as weighted percentages of categories (or total points, if teachers receive prior approval from Principals). Teachers must ensure that adequate assessments populate each weighted category so as not to unfairly weight singular assignments. (e.g.- One 5-point homework score makes up 15% of a student’s final grade). Teachers should also ensure that final grades clearly reflect performance on summative assessments – and thus performance on the course priority standards.
+**Grading Scales**
+|**PreK Legend**|||
+|M|Mastered|Student performs task consistently and independently|
+|D|Developing|Student can complete task with minimal guidance|
+|E |Emerging|Student completes task with frequent adult guidance|
+|N|Not Yet|Student not yet shows interest|
+|N/A|Not Assessed| |
+|**Kindergarten Legend**|||
+|3|Mastered|Student has mastered and consistently exhibits the skill|
+|2|Progressing|Student demonstrates appropriate progress|
+|1|Acquiring|Student needs more time to acquire skill|
+|N/A|Not Assessed| |
+|**1st and 2nd Grade Legend**||
+|E|90-100%|
+|S|+80-89%|
+|S|70-79%|
+|S-|60-69%|
+|N|59% and below|
+|**3rd-5th Grade Legend**||||||||||
+|**A+**|100|**B+**|87-89|**C+**|77-79|**D+**|68-69|**F**|<65|
+|**A**|93-99|**B**|83-86|**C**|73-76|**D**|66-67| | |
+|**A-**|90-92|**B-**|80-82|**C-**|70-72|**D**-|65| | |
+|**1st-5th Work Habits/Social**||
+|E|Excellent|
+|S+|Above Satisfactory|
+|S|Satisfactory|
+|S-|Below Satisfactory|
+|N|Needs Improvement|
+|**6th-12 Grade Legend**|||
+| |A+|97-100|
+|**Excellent**|A|93-96|
+| |A-|90-92|
+| |B+|87-89|
+|**Above Satisfactory/Good**|B|83-86|
+| |B-|80-82|
+| |C+|77-79|
+|**Satisfactory**|C|73-76|
+| |C-|70-72|
+| |D+|67-69|
+|**Below Satisfactory/Poor**|D|63-66|
+| |D-|60-62|
+|**Does not Meet Standard**|F|<60|
 //Approved by Administration Team
 /2024//