General Questions
What is the purpose of grading?
The central purpose of grading and reporting is to communicate information regarding student learning and achievement compared to grade level expectations.
Why have we changed our grading practices?
As classroom instructional and assessment approaches have evolved from simply gauging what students know to focusing on what students understand and can apply, it is critical that our reporting system aligns with these intentions A traditional grading scale focused on what a student might have received for more compliance-based actions (for example, earning points for completing homework, engaging in extra credit that might not be tied to learning goals, counting points on tests, or finishing assignments that may not have provided evidence of learning. Our move to a standards-based grading system allows teachers to assess and report on student learning as it centers on meeting established expectations rather than averaging points. This approach provides a more consistent, accurate and meaningful picture of student learning.
What is different as a result of changes in the grading?
The most visible change has been that the grading scale is changed from a traditional 100% scale to an Equal Interval Scale. This type of scale allows teachers the ability to accurately assess the level of student learning as it relates to a set of predetermined essential course goals (standards, learning targets, impacts, and/or expectations). The changes in grading help foster clearer expectations from teachers, provide multiple opportunities to practice prior to the final demonstration of learning, and facilitate the exchange of targeted feedback to guide revisions of the evidence of student learning along the way. Letter grades are still given and Grade Point Averages (GPAs) are still tabulated. Course grades now communicate learning based on the teacher’s course-aligned essential learning goals.
How will the grading changes impact student GPAs and/or transcripts?
The changes in grading and reporting at Greenfield High School do not change any of our policies on grade point averages or transcripts. Letter grades will remain on the transcript and GPAs will continue to be calculated the same way that they have in the past.
How do the changes in grading impact college acceptance?
Since there are no changes in the letter grades, grade point average, or record on a transcript there is no impact on college or university acceptance. Colleges and universities do have their own acceptance requirements. It is crucial that students and families understand the individual expectations for each college or university. Students and families should continue to confer with school counselors who provide important resources for students’ next steps after graduation.
What other districts are implementing these types of grading practices and procedures?
Some of the surrounding schools that use a standards-based grading approach include: Franklin, Hartford Union, New Berlin, Milwaukee, Muskego, New Berlin, Pewaukee, Wauwatosa, Waukesha, and Whitnall.
Grading Procedures: How is a semester grade calculated?
Traditionally grading periods have been broken down into two quarters that equaled a semester. Now, the semester is cumulative. In the past, students who had performed poorly in the first quarter may have had little mathematical chance to pass the full semester. Changes allow students to demonstrate growth in learning over time. They allow teachers to put more emphasis on where a student actually and most recently is—as compared to the course’s essential learning goals—all of the way up to the final demonstration of learning, at the end of the semester.
What does it mean to “level up”?
Leveling up a student’s work is simply a series of steps to improve a final demonstration of learning. In most cases, students are provided a number of opportunities to complete practice work (formative assessment) and then receive targeted feedback from students and/or the teacher in order to improve their work. The number of attempts to practice and improve work and the timeline for those opportunities will vary based on student need. Often times, a student will be required to continue to “level-up” their work until they reach a minimum acceptable level of mastery for that assessment.
Grading Practices
How have in-class assessments changed?
Over time, teachers have changed the assessments used to measure student learning. Assessment systems, like other changes in society, develop when we begin to question whether we are doing something that is best or simply doing something out of habit. Assessments have evolved from the simple memorization of facts to the application of understanding. Contemporary society expects students to know and do—not just know. Students are now assessed in a balanced way that requires demonstration of understanding and the transfer of skills to a novel situation. These are the expectations of modern life; they align to requirements of settings outside of school in order to better prepare students to meet challenges beyond the K-12 education.
Are retakes allowed?
Teachers are encouraged to have grading practices in class that give students the opportunity to engage in a retake. This does not mean that students have an open opportunity to retake assessments whenever they choose during the semester. Teachers establish and communicate a set a period of time in which a retake can take place; they may require steps for students to review the material that must be completed prior to providing a retake opportunity. Teachers are expected to communicate how retakes are available in their courses to students and families.
How do students know how to earn a “4” or an “A” in their classes?
For any rating of a performance assessment (for example: a paper, project, lab, etc.) students need access to a rubric that describes what matters for success. The rubric, which defines different levels of performance, should be explained to the students early in the process of completing the performance assessment. Students use this rubric as a way to assess and adjust their progress during the task process, as well as after the completion of the assessment. The rubric, along with feedback (written and/or oral comments related to the quality of performance) guide students’ understanding of expectations in each assessment task. In addition, examples help illustrate different levels of performance (for example: proficient, advanced, or exemplary). See Grading Scale for a description of levels.
Why are rubrics important?
Rubrics are used to give students a clear picture of the success criteria compared to the expectation(s) of the standard, target, or impact. Teachers use rubrics to give students an accurate assessment of their work while it is under construction. Students refer to the criteria in the rubric to know what matters most in quality work. Teachers use the language of the rubric to provide actionable feedback students use to upgrade performance.
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