Grading Assignments and Assessments (Secondary Grading and Reporting)
Guidance on expectations and best practices related to the evaluation of individual assignments or assessments.
Students should experience frequent and ongoing assessment and feedback throughout each quarter. Students should receive continual feedback on the quality of work as it relates to the course objectives. Teachers are required to record a minimum of 9 grades over the course of each quarter.
Quizzes, tests, examinations, essays, homework, or papers are evaluated and/or graded, returned, and reviewed promptly with the student. Teachers are expected to grade each assignment and post grade to the electronic gradebook within seven school days after the due date with the understanding that major projects/papers may require additional time to ensure quality feedback. If more time is required to provide feedback, teachers will communicate notify students in advance of the project due date.
Grades recorded in the gradebook may be percentages, letters, or other symbols. Daily grades are a function of teacher evaluation and take into account the fact that numerical grades cannot be assigned to every piece of work. Teachers may employ letters, numbers, or other symbols for daily grades. However, the teacher will explain all symbols and weighting of class work in the required beginning of year communication.
Additional Opportunities to Demonstrate Proficiency
For major assessments, at least one new opportunity to demonstrate proficiency shall be provided to any student who scores below an 80 percent and completes corrective action determined by the collaborative team. Teacher teams may extend the opportunity to all students in the class at their discretion. Teacher teams will determine all guidelines for reassessment and communicate them through the course syllabus. This may take the form of a retake, completion of test corrections, revision of work, or other similar type opportunity.
If the opportunity to reassess is only available to students who score below an 80 percent, then the eligible student’s highest score up to 80 percent should be entered into the gradebook. If the opportunity is open to all students, then the student’s highest score should be entered into the gradebook.
Late work will be accepted to document learning/mastery. Collaborative teams must set reasonable guidelines for accepting late work to encourage work completion by their students. If a student misses an assignment, a placeholder (such as M for missed, I for incomplete, etc.) should be entered into the gradebook.
Collaborative teams may choose to apply a penalty when work is turned in after the due date. Though if a student has made a reasonable attempt to complete work, teams are encouraged to assign a grade no lower than 50 percent.
If a student has been given multiple opportunities to complete work and has not done so, and parent contact has been made for major assessments, quizzes or tests (tasks weighted more than 10%), a zero may be entered in the gradebook in accordance with the reasonable late work policy established by the teacher teams.