Guiding Principles and Practices
Purpose of Grading:
To communicate to parents, students, and other teachers a student’s performance and competency in relation to course or grade-level standards
While student behaviors impact academic achievement, grades are based on evidence of learning.
- Final grades reflect student performance on standards from a variety of summative assessments.
- Daily homework is considered student practice and is monitored but is not calculated as a significant part of the overall grade.
- Student behaviors including late work, effort and participation will be addressed and reported, but not calculated as part of the grade.
- Student behaviors including cheating, non-compliance, un-excused absences are treated as disciplinary issues.
- Extra credit and bonus points inaccurately reflect student achievement.
- Group work or cooperative learning is an instructional strategy; student performance will be assessed individually.
- Zeros (on a 100-percentile scale) disproportionately impact the reporting of student achievement.
Instruction is sequenced to build student skills and knowledge.
- Learning targets are pre-determined and clear to both students and teachers before and during instruction.
- Learning targets guide development of instruction and assessment.
- Students can articulate learning targets.
The assessment process is used as an opportunity for student learning and for teachers to inform instruction.
- Feedback is most effective when it is timely, frequent and specific to learning targets.
- Multiple opportunities to demonstrate student learning are provided, such as retakes, re-submission of work or alternative methods of assessment.
- Opportunities for students to show learning are time sensitive and must be completed by a pre-determined date.
Students are involved in the learning process and monitor their own progress.
- Students can communicate what they know, what they need to know, and what to do next to improve.
- Students track their progress toward mastery of learning targets.
Based on collaborative work by PSD Grading for Learning leadership team (2012) using action research and literature from experts from the field, including Robert Marzano, Dylan Wiliam and Paul Black, Tom Guskey, Rick Wormeli, John Hattie, Ken O’Connor, and Douglas Reeves
Elementary Report Card
The primary purpose of the elementary report card is to communicate a student’s academic progress to parents, students, and other staff. A secondary purpose is to communicate essential behaviors of successful learners. The report card shows student performance over a period of time and provides feedback regarding concerns and strengths. Accountability for learning is shared by students, parents, and teachers. The intent of the report card is to provide a common understanding of the student’s progress and facilitate next steps.
Learning is measured against Standards common to all students at that grade level. Students are graded on whether or not they have mastered the concepts and skills within the content area, not how they perform relative to other students. Progress is determined through multiple measures (assessments, student artifacts, informal observations, etc.) It is not the intent of the report card to report on every aspect of learning that occurs in the classroom.
Trimester grades are relative to learning up to the time of reporting. The 1st trimester (T1) indicates the student’s learning relative to November classroom expectations; the 2nd Trimester (T2) relative to March classroom expectations, the 3rd Trimester (T3) relative to June expectations.
This fall Peninsula School District is introducing a new report card for grades K-5 aligned to the Common Core standards in literacy and mathematics. The purpose for these changes is to provide more effective feedback about a student’s progress on key concepts and skills mastered at each grade level, kindergarten through fifth grade.