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Draft Grading Procedures

Draft Grading Procedures

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Published by: aselk on Oct 25, 2010
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Oct. 20, 2010
D R
AFT
Carrollton-Farmers Branch ISD
GRADING PROCEDURES
The Carrollton-Farmers Branch
ISO
is committed to creating
an
environment where qualityinstruction, assessment and evaluation occur to improve student learning. The primary purpose
of
awarding grades is to communicate student achievement
in
relation to the state standards,
T.exas
Essential Knowledge and Skills (TEKS). Multiple formative and summative assessment tools areused to provide feedback and accurately assess students' mastery
of
TEKS. The final gradeawarded to the student
is
based only on summative assessments
in
a variety
of
formats.Summative assessments are designed to provide information about astudent'smastery of thecurriculum/learning goal(s). Summative assessment occurs at the
ena
of
a sequence
of
instruction after frequent feedback from formative assessments.Sumrnativeassessment
is
assessment
OF
learning.
Formative assessments provide guidance to the studentand the teacher regardingprogressand/or improvement needed toward a learning goal.Formative assessment dir.ectsthe teacher'sinstructional decisions regarding adjustments orreteachingneededtoensurestudentsuccess
on
the curriculum/learning goal(s). It also communicatestothestudentany learningadjustment needed prior to the summative assessment. Formativeassessm'ent ls
assessmentFORlearning.
Grades reflect a.
student's
masterylachievement
of
the
standards; therefore, the
followingprinciples
guide
our
grading
and
assessing
practices.
1.
Assessment isorganized around
objectiyc9S
developed from the standards; therefore,content
grad~s
shall representonly thestudent's acquisition
of
knowledge and skills andshall not includeany non-academic factors suchas behavior, conduct, effort, or compliance.2. Mean is the measure
of
central tendency usedmost frequently to communicate thestudent'scurrent acquisition
of
knowledgeand skills. However, if the mean does notaccuratelyreflectthe student'slearning, the teacher should consider calculating the gradebased
on
the median
or
mode.
a: 
Theteacher will
e)(!amine
thepreponderance
of
assessment evidence over the course
of
the gradingperiodand use professionaljudgment when assigning a grade. For example, ifassessmentdataindicatethat a student has mastered learning goals toward the end of the gradingperiodthat he/shedid not demonstrate understanding
of
earlier
in
thesemeste
r,
the more recentachievement data will be given added consideration (weight).Theteacher requesting
an
exception to the grading procedures (not using mean, median,mode) mustsUbfllita written rationale to the campus principal for approval. (SeeAppendix A)4. Students are held accountable for completing all assigned work. Work not submitted ontime will berecordedas
an
"INC" for "Incomplete." Due to the mathematical implications
of
theratioof zero
on
a 100 point scale, a zero will only
be
computed into a stUdent'sgrade if he/she does not complete the summative assessment by the end of thesemester.
5.
All evidence used to determine grades should come from individual evidence
of
achievement and not depend on the achievement
of
other students. Therefore, the use
of
group grades for cooperative learning projects is inappropriate.
 
Oct. 20, 20 I 0
D R
AFT
Professional Judgment
Teache
rs
shall exerciseprofessionaljudgment to ensure a student's grade accurately reflects achievement
of
standards.Professional judgment includes the use
of
sound assessmentpractices and a defensible,credible logic based on the district's grading procedures and principles.The resulting grade must be the most accurate representation of a student's master
Grading Scale
The grading system for Carrollton-Farmers Branch Independent School District is as follows: 100 -90 A
89
-
80
B79 -70 C
69
-0
FThe awarding of grade points is as follows:100 -90 4 grade points89 -80 3 grade points79 -70 2 grade points68* -0 0 grade points*A grade of 69 shall not be awarded on the report card.An "Incomplete"or"INC"will be issued based on a student's non-attendance
in
class and/ormissing summative assessment(s). If a student enrolls
in
the last 15 days of the grading period
withou~
grades from the previous school,
an
"NG"for "No Grade" will be issued.
EJjJJrt
In
addition to reporting a student's academic mastery of standards, the report card shall alsodenote the student's efforts toward achievement.A quality work ethic is defined as:Timeliness -turns
in
work by stated due date; arrives
in
class
on
timePersistence -strives to achieve personal best even when faced with challengesFocused participation -remains
on
topic; demonstrates commitment to class activities ordiscussions and group/team projectsPreparedness -arrives at class having completed prerequisite work and bringingnecessary supplies and resources.LetterDefinitionGradeStudent exemplifies every aspect
of
a quality work ethic on a daily basis. Commitmentto excellence and to produce work which represents a personal best is always evident.AStudent consistently exhibits the majority
of
quality work ethic attributes. The studentBgenerally produceswork which represents apersonalbest. The student
is
inconsistent
in
meeting the majority of quality work ethic attributes.While work
is
normally turned
in
on time, the student rarely goes beyond minimalC
ex~ectat
i
ons
and seldom strives forpersonalbest.The studentrarelymeets the majority of quality work ethic attributes.The student Fneedsfrequentextensions to turn
in
workandworkveryseldom meetspersonalbest.
2
 
Oct. 20, 2010
D R
AFT
Conduct
In
addition to reporting a student's mastery of standards, the report card shall also denote thestudent's conduct. Conduct includes:Citizenship-follows school and class rulesService -gives of self to othersResponsibility -makes appropriate choices; accepts responsibility for choicesIntegrity -demonstrates honesty and fairness to othersCooperation -works well with othersRespect -appreciates others' diversity and demonstrates considerationLetter DefinitionGradeThe student exemplifies all aspects
of
conduct
on
a daily basis and serves as apositive role model for others. Occasional lapses are minor and always followed byA the student's acceptance
of
responsibility.The student consistently exhibits the majority
of
the conduct attributes. Occasionallapses are minor and are generally followed
by
the student's acceptance
of
B responsibility.The student is inconsistent
in
meeting the majority
of
the conduct attributes. Lapsesresult
in
a distraction to the learning environment and the student's reluctance toCaccept personal responsibility.The student rarely meets the majority of the conduct attributes. Frequent lapsesresult
in
a distraction to the learning environment and the student's denial
of
F responsibility for actions.
\)'
Additional Eleme"taryGradingScales
PreKindergarten and Kindergarten
The indicators on the report card are marked using
the
codes below:M
=
MasteredP
=
Making progressN
=
Needs more time and helpNA
=
Not assessed,In all grades"including prekindergarten, other areas
of
study such as art, music, and physicaleducation, are marked as follows:A
=
Exceptional performance exceeding standard expectationsB
=
Successful performance of standard expectationsC
=
Inconsistent performance with progress towards standard expectationsF
=
Unsatisfactory performance with little progress towards standard expectations
A ~ s i g n f l i e
l f '
t
of
Formative Grades
Formative assessment provides ongoing feedback and will be recorded a minimum of two timesper summative assessment. The formative assessments recorded must align to the standards ofthe summative they precede and are solely to provide guidance to the student and teacher
on
progress towards learning goals. Formative scores will not
be
calculated
in
the final grade.
3

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