Assessment and Grading Overview
Too often in the past, students that demonstrated bad student habits such as not turning work, behaving poorly in class or not working well in groups have received low grades even though they had mastered the academic learning targets. Conversely, students who did what they were told and behaved well could receive a high grade even though they did not master the learning targets. Neither of these scenarios is an accurate reflection of what a student knows and can do.
The purpose of grading in Issaquah School District is to show the current level of academic performance of students. Not that behavior and work habits are not important, but they are different than academic performance and should be communicated separately. The Issaquah School District is currently evaluating our grading practices to more accurately reflect the performance of the whole student by reporting on academic and non-academic performance separately. This year marks the second year of my participation in this project and I am part of the team that is testing and refining the process with the goal that it will be implemented district wide in the near future.
Assessing learning targets: Content and Scientific/Engineering Practices
Content (Disciplinary Core Idea) Assessment: Content learning targets are evaluated on a four-point scale used to indicate a student’s level of mastery. I am using a modified 4 point scale that, for now, has to correspond to percentages for letter grades.
Science and Engineering Practices Assessment: Science and Engineering Learning Targets - such as Scientific Explanations, Lab Reports, Engineering Projects and Notebooks are also evaluated on the four-point scale, but with more detail in how they performed over multiple criteria in each target.
Each learning target evaluation will look similar to the one below and include how they performed in each criteria. In the example below, the student scored well in all categories except in “Accept or reject hypothesis” and “Support with data”. How to improve is indicated with an “x” in the “How to Fix it” column. The learning target score is derived using the same rubric as the content targets:
RETAKES AND REDOS
Disciplinary Core Idea Assessment: Assessments can be retaken in order to improve a student’s grade. Tests are retaken through either an interview process where students can explain their thinking or by taking new test based on the same learning target.
Science and Engineering Practices Assessment: Assessments can be redone to show mastery of the learning targets associated with them. They need only to resubmit the learning targets they are trying to improve.
Assessing the Student’s Non-Academic Performance
Evaluation of behaviors not reflective of academic learning will be clearly separated to get a clearer picture of each student’s strengths and weaknesses as a student. Students will be evaluated in the following four non-academic areas. Each of the four areas will be reported on the report card based on the following three-point scale
Work Habits – Reveals how well the student comes to class prepared and turns in quality, complete, on-time work. Each assignment will be evaluated on a four point scale (see the next page), but the trimester grade will summarize and report these scores using the thee point scale above. A score of “3” indicates that the student consistently comes to class prepared and produces high quality, complete, on-time work.
Initiative – Reveals how active the child is in taking charge of their learning. A score of “3” indicates that the student consistently asks questions, seeks help, retakes tests and turns in missing work when given the opportunity
Collaboration – Reveals the student’s ability to fully participate in class discussions and group activities. A score of “3” indicates that the student consistently participates productively, stays focused and works in an inclusive manner.
Citizenship – Reveals the discipline and self-control of the student in the routines of class. A score of “3” indicates that the student consistently follows rules, respects others and completes work with integrity
OVERALL GRADING POLICY
Grades will be based on the following categories that will appear in Skyward:
Academic Letter Grade
Summative Assessments 100%
Formative assessments 0%
All below are evaluated on a 1-3 scale
Work Ethic 0%
Course Grades will be determined using the standard Issaquah School District grading scale and will be continually updated as the year progresses
0 - 59% F