Grading Policy:
I. RELATIVE WEIGHT OF GRADING CATEGORIES
The CORE 3 teachers will use the following guidelines for the relative weighting of categories used to determine grades.
The CORE 3 teachers will use the following guidelines for the relative weighting of categories used to determine grades.
- Assignments in the Formative and Summative categories will count for at least 80% of the student’s overall grade. The relative weight between the Formative and Summative categories is left to teacher discretion.
- Assignment in the “preparation” category will count for no more than 20% of the students overall grade. A 10% weight for this category is recommended.
The CORE 3 Teachers Relative Weighting Policy is intended to be consistent with the following definitions and policies:
- Formative assignment refers to items that are designed to determine whether students are learning what is being taught. Formative assessments guide instructional decisions by revealing to what extent students are learning.
- Summative assessments refer to items that are designed to determine student mastery of curriculum. They should be given after students have had several Formative opportunities that include detailed feedback related to performance.
- Many assessments have both Formative and Summative characteristics.
- Teachers are encouraged to use both Formative and Summative assessments.
- Feedback to students should be frequent and timely.
- Preparation refers to grading of non-academic factors or items that, although essential to learning, are not specifically part of the curriculum for a particular subject. Example include but are not limited to effort, participation, behavior, timelines, attendance, and/or practice assignments assessed for completion. Teachers provide the support necessary to maintain and/or improve these skills but the grading of these items should have minimal impact on the overall academic grade.
- The overall academic grade should recognize student progress throughout the term of instruction. Accordingly, an appropriate balance on the weighting of assignments throughout the grading period should be maintained. The relative weight of work done early in the grading period should not fail to recognize content mastery that occurs by the end of the term of instruction.
II. LATE WORK POLICY
The Core 3 teachers will accept later work from students in accordance with the following guidelines:
The Core 3 teachers will accept later work from students in accordance with the following guidelines:
- Assignments in the Formative and Summative categories will be accepted late as follows:
- Late work will be accepted when it is submitted within a window defined by either (as determined by the teacher):
- the date when the assignment has been graded, recorded, or returned to other students in the class; or
- 3 school days after the original deadline
- Late work will receive at least 80% of the original credit.
- Work submitted after the window has closed may be accepted at teacher discretion.
- Late work will be accepted when it is submitted within a window defined by either (as determined by the teacher):
- Assignments in the participation category must be turned in on time. Teachers are not expected or required to accept late work in this category.
- Students with special circumstances should work with teachers to determine alternate individualized due dates when appropriate. Extensions to original due dates are subject to teacher discretion.
The CORE 3 Late Work Policy should not be used to compromise the following sound educational practices:
- Students are expected to take tests, make class preparations, and/or demonstrate mastery and competence through performance when they are scheduled. The Late Work Policy does not grant students an implied extension simply because they feel unprepared.
- The best educational practice is for students to complete work to the best of their ability and submit this work on the due date. Additional interventions and consequences may be appropriate for students who are habitually late with assignments.
III. RELEARN POLICY
The Core 3 Relearn Policy is intended to be consistent with the following guidelines:
The Core 3 Relearn Policy is intended to be consistent with the following guidelines:
- Students are expected to meet with teachers to determine an appropriate plan of action when faced with evidence from formative assessments that student mastery is not satisfactory.
- Reassessment plans should reflect efforts of relearning (i.e. tutorial and/or additional practice) that occur prior to reassessment.
- Timely and detailed feedback should be provided prior to the reassessment. TIMELY FEEDBACK can only be provided if additional practice and/or tutoring is done in a timely manner by the student.
- Reassessment efforts may be limited to specific areas of concern are not expected or required to reassess all topics covered by the original assessment.
- Reassessment grades should replace and/or modify original grades so that they are reflective of current levels of mastery.
- Reassessment opportunities should be available to all students. This does not imply that reassessment opportunities are identical for all students or that they use the same format as the original assessment.
- Opportunities for reassessment are limited by teacher discretion.