SHS - Wissing Grading Policy

Mr Wissing - Seward High School

Grading & Assessment

GRADING POLICY

PHILOSOPHY: A student's grade should reflect student achievement of clearly established criteria. In other words, the grade is a symbol of what the student knows and can do.

Grades will be directly related to the criterion-referenced Nebraska State Standards (CRAs) and the Seward High School Curriculum.
Summative assessments will determine approximately 80% of the semester grade.
- Various diagnostic and formative assessments will precede summative assessments to monitor student progress and adjust instruction.
- Diagnostic and scored formative assessments will be recorded for instructional and reporting purposes. Approximately 20% of the semester grade will be determined from selected formative assessments.
Appropriate effort, attitude, and behavior are important and will be recorded and communicated separately from the academic grade.
Students are expected to complete all work on time and will be given appropriate opportunity (not necessarily class time) to do so.
- Sufficient evidence of achievement of the Nebraska State Standards and Seward High School Curriculum must be demonstrated by the student in order for him or her to earn passing credit for the course.
- Deadlines will be set for all student work.
- Summative assessments not completed on time will be recorded as "INC" (incomplete) until finished. Should a student not complete the necessary work, his or her grade will be determined by the teacher after evaluation of the evidence of student achievement.)
The teacher may adjust this grading policy in accordance with a student's Individualized Education Plan (IEP).

ASSESSMENT TERMS

ASSESSMENT	a process or tool used to gather data about student learning and achievement

EVALUATION	a judgment about student achievement based on the data gathered through various assessments

GRADE	the number or letter representing student achievement for reporting purposes

STANDARD	an objective for student achievement including specific criteria (skills, knowledge)

STRAND	a group of standards

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TYPES OF ASSESSMENT

DIAGNOSTIC	an assessment designed to analyze students' knowledge or skill level prior to instruction a "pre-test" not used to determine grades

FORMATIVE	assessment FOR learning an assessment designed to analyze students' progress towards the desired knowledge or skill level during instruction "daily work," quizzes, etc. seldomly used to determine grades (students will be notified)

SUMMATIVE	assessment OF learning an assessment designed to evaluate students' learning of the established criteria after instruction CRA's, semester exams, some unit/strand assessments (written tests, major projects) used to determine grades
CRA (CRT)	Criterion-Referenced Assessment (Test): scores are based on an individual student's achievement toward a set of predetermined criteria

NRT	Norm-Referenced Test: scores are based on comparison to norming group's performance for a standardized test

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