Date post: | 01-Jan-2016 |
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GRADING and ASSESSMENT MODEL
FALCON HIGH SCHOOL
OUR MISSION STATEMENT
The Falcon High School community is dedicated to educating our students in a safe and supportive learning environment and to developing responsible 21st century citizens through innovative educational programs.
Falcon High School grading model is a
combination of 3 DISTINCT CONCEPTS
Elements of:
Standards-Based Grading (SBG)
Depths of Knowledge Assessment (DoK)
Student Mastery
Purpose of Grades
ADVANTAGES of the FHS Grading Model
True reflection of what students know and can do.
Pertinent and recent data are used
Re-assessment and Re-takes
Consistency in practices and meaning
Target and focus instruction
Based on the available evidence, accurately depict and communicate the level at which a student has learned or is achieving to students and parents.
FHS Achievement levelsA Significantly Exceeds Standards; Superior Ability and Skills
B Surpasses Standards; Highly Developed Ability and Skills
C Adequately Meets Standards; Sufficient Ability and Skills
D Nominally Meets Standards, Peripheral Ability and Skills
F Infrequently or Never Meets Standards, Minimal
or No Ability or Skills
I Missing Data or Work
Summative vs. Formative Assessments
Formative
Assessment for Learning
InformalSpecific FeedbackGuides Learning
Examples: Observation, Quizzes, Rough Drafts, Practice, Logs, Exit/Admit Tickets, Check Points,….
Summative
Assessment of Learning
FormalFinalShows Learning
Examples: Semester, Quarterly and Common Assessments, Projects, Papers, Presentations, Labs
Grade Book Construction and Documentation of
Assessments
Summative Assessments Only summative assessments are consideration in establishing a student’s running or final achievement level.
All summative assessments will be documented and dated in the grade book and will be distinguished by a separate category.
Summative and formative data will not be intermingled. Each Standard will be documented using separate and well-defined categories: one for summative assessments and the other for formative assessments
Summative Assessments
All assessments will be disclosed to students as summative or formative prior to being given. This designation will not change once the teacher has made the initial disclosure.
A running mark will be assigned for each summative category in the grade book. Any summative assessment that is no longer part of the pertinent data will be “inactive.”
Formative Assessments Formative assessments are not a consideration in establishing a running category mark or student’s running or final mark. Formative assessments will be documented in the grade book. All formative assessment will be documented as “inactive” (IC will show assessment descriptor in red and will show mark in gray scale lettering) Formative assessments that are satisfactory or better will be documented using “+” for “progressing.” Formative assessments that are marginal or unsatisfactory will be documented using “-“ for “not progressing” Missing formatives assessments are to be documented with an “M” (comment of “Missing”)
Grade Books
Grade book CATEGORIES are based on Learning Standards Not Tests, Quizzes, Homework, etc.
Instead you will see:
Standard #1 Number Sense (Summatives, SUM., or S)
Std. #1 Formative (FOR., F) Assessments
STD. #3 Solving Equations (S)
Solving Equations Std. 1 (F)
You will also see a RUNNING Marks for each summative category
Examples:
Standard 1 Number Sense Running Grade, or
Standard 2 Running Mark, or
Number Sense Final Mark
Each running mark reflects what the student’s achievement levels are for each specific learning standard
This is
what it
might
look like whe
n you see it in IC
Improvements for January
IC will calculate SBG grades so that teachersno longer have to do those calculations by hand, minimizing errors
Within this calculation the A, F scenario changes from an F reported in IC to a D (still showing that the student has not fully mastered (C) the standard but shows some knowledge).