Grading Philosophy and Policy

Rose Chmelik

Grading Philosophy:
With my assessments, I intend to assess a student’s comprehension and ability to show
that they comprehend a topic fulfilling state standards. In order to identify if a student has
comprehended a topic, students will show an accurate understanding of a topic and how to
complete a task or idea correctly. I want students to achieve in my classroom. I intend to work
with students and get to know them throughout the school year to best know their interests
relating to our course. By allowing students to guide the curriculum within our course, I believe
that this has the best chance of helping students to achieve.
For me, this would mean giving out percentages on a 100-point scale and corresponding
letter grades, based on students shown work. An A grade would be the top standard, I do not give
out A+, all letter grades will be based on percentages (see table below in grading policies). I do
not intend to give out Fs and limit my use of Ds. This isn’t because I want to inflate my grading,
but because I believe that students have the potential to achieve and pass within my classroom. I
want students within my classroom to want to work for a good grade. Rather than allowing
students to slip by and not put in any effort towards their education, I want to work with them to
get them passing. I would work with students to better their understanding, getting them to at
least a C grade. But if I have tried working with a student and they repeatedly refuse to do their
work, I would give them a D or F grade because I cannot measure their understanding if they
don’t give me anything to assess. If I do have to assign a student a D or F grade, I also would
bring this to the parent and/or guardian of the student and a school counselor.
I would also like to use notes and comments as to how I observe students working in the
classroom as sometimes that does not translate well into assignments. I believe that all students
have the ability to achieve and succeed within my classroom. I am willing to work with students
on an individual basis if something within my classroom or grading policies is not working with
them. When working with students I get to know who they are and how they learn, this is key to
their success within my classroom.

Grading Policies:
In my classroom students will be graded based on academic achievement. I would not
grade students on compliance or behaviors. If students are acting out in my classroom, it means
they are not being engaged. I need to do better to make lessons more engaging. If a student is
acting out in class, I would work to meet with them one-on-one and with a parent or guardian to
work with the student to best fit their needs in the classroom.
Exams, tests, and summative assessments will be graded individually. There will be
homework assigned, but it will be counted as completed or incomplete. Homework is worth 20%
of a student’s grade. Homework will consist of, but is not limited to, reading, discussions, and
journaling. To grade these discussion-based assignments, and to limit the use of cheating and/or
copying, I would check student’s response journals regularly. To know if students read the
assigned reading, students will write in their response journals a few notes of things that stood
out to them as important or significant, kind of like a reading guide. If all homework assigned is
completed, students will receive full credit for homework. A small percentage (2%) will be
removed based on how many homework assignments students do not complete. Formative
assessments are worth 20% of a student’s grade. Formative assessments will include, but is not
limited to, work such as daily exercises, activities with lessons, and in-class discussions.
Formative assessments are graded based on complete or incomplete. 2 points (2%) will be
removed based on how many formative assessment students do not complete. In order for a
formative assessment to be considered complete, a student must show that they comprehend and
understand the required topic. To do this, students will actively participate in all aspects of the
section or unit. By participating I will be able to see if a student is engaged in the content, and
based on what students turn in for their assessments, I will be able to see if they are
comprehending the material. Summative assessments are worth 60% of a student’s grade.
Summative assessments are turned in and graded on an individual basis. Summative assessments
include projects and essays. Summative assessments will not be multiple choice or timed tests or
exams; there will be time for all assessments to be worked on in class.
I use a 100-point grading scale. An A-grade is 90-100%, B-grade is 80-89%, C-grade is
70-79%, and a D-grade is 69% or lower. The highest a student can achieve is an A-grade. I
would like all students to at least achieve a C-grade, if a student is not achieving past a D-grade,
I would intervene and work with the student on an individual basis to get them to at least a C-
grade. I do not include zeros in my grade book, all students will earn at least a D grade (69%).
A 90%-100%

B 80%-89%

C 70%-79%

D <69%
Late work will be accepted. My units are broken up into sections based on the summative
assessment. The last day late work for a unit section will be accepted for full credit is one day
after a summative assessment is due. Please reference the unit calendar for specific dates of
summative assessment due dates. Anyone can turn in late work for full credit as long as it is
before the last day of the unit section. Late work will not be accepted after the first day of the
next unit section.
Students can revise and redo daily work and formative assessments but they do not have
to since they are counted as complete or incomplete. If I am unsure if a student understood a
topic or misunderstood a lesson, I would meet with that student to discuss where they got lost
during the lesson. After that meeting, the formative assessment would be considered complete.
Students who score a 50% or lower on their summative assessments must revise their
assessment. If a student who scores a 51% or above feels that they need to redo a summative
assessment they may. I do require all students to meet with me before they revise. During this
individual meeting, students will discuss with me what they want to revise and how they want to
revise their assessment. I will more than likely let them revise and resubmit their summative
assessment for full points. Students will have up to one week after our meeting to revise their
summative assessment.
There will be no group projects or work that is graded. The only group work students will
participate in are in-class group discussions which are graded as part of daily work and formative
assessments. I also do not intend to give out extra credit within my classroom. The highest grade
a student can receive is an A, if a student wants to turn in extra work, they can but they won’t
receive extra credit for that work.
If a student is caught cheating, plagiarizing, and/or copying, they are required to redo
any assessment they were assigned. This includes both formative and summative assessments.
Before redoing the assessment, the student will have an individual meeting with me to discuss
how they intend to complete their work. They will have up to one week after our meeting to redo
their assessment. Students will not be academically punished. If a student is a repeat offender, I
would have the offending student meet with a school counselor or administrator. I also intend to
notify the parent or guardian of the student to notify them of the behavior and what the student’s
plan is to complete the assessment with their own work. Also, to again emphasize that the
student will not be academically punished.
Every student has the ability to achieve!