GRADING and ASSESSMENT MODEL

FALCON HIGH SCHOOL

OUR MISSION STATEMENT

The Falcon High School community is dedicated to educating our students in a safe and supportive learning environment and to developing responsible 21st century citizens through innovative educational programs.

Falcon High School grading model is a

combination of 3 DISTINCT CONCEPTS

Elements of:

Standards-Based Grading (SBG)

Depths of Knowledge Assessment (DoK)

Student Mastery

Purpose of Grades

ADVANTAGES of the FHS Grading Model

True reflection of what students know and can do.

Pertinent and recent data are used

Re-assessment and Re-takes

Consistency in practices and meaning

Target and focus instruction

Based on the available evidence, accurately depict and communicate the level at which a student has learned or is achieving to students and parents.

FHS Achievement levelsA Significantly Exceeds Standards; Superior Ability and Skills

B Surpasses Standards; Highly Developed Ability and Skills 

C Adequately Meets Standards; Sufficient Ability and Skills

D Nominally Meets Standards, Peripheral Ability and Skills

F Infrequently or Never Meets Standards, Minimal

or No Ability or Skills 

I Missing Data or Work

Summative vs. Formative Assessments

Formative

Assessment for Learning

InformalSpecific FeedbackGuides Learning

Examples: Observation, Quizzes, Rough Drafts, Practice, Logs, Exit/Admit Tickets, Check Points,….

Summative

Assessment of Learning

FormalFinalShows Learning

Examples: Semester, Quarterly and Common Assessments, Projects, Papers, Presentations, Labs

Grade Book Construction and Documentation of

Assessments

Summative Assessments Only summative assessments are consideration in establishing a student’s running or final achievement level.

All summative assessments will be documented and dated in the grade book and will be distinguished by a separate category.

Summative and formative data will not be intermingled. Each Standard will be documented using separate and well-defined categories: one for summative assessments and the other for formative assessments   

Summative Assessments

All assessments will be disclosed to students as summative or formative prior to being given. This designation will not change once the teacher has made the initial disclosure.

A running mark will be assigned for each summative category in the grade book. Any summative assessment that is no longer part of the pertinent data will be “inactive.”  

 

Formative Assessments Formative assessments are not a consideration in establishing a running category mark or student’s running or final mark. Formative assessments will be documented in the grade book. All formative assessment will be documented as “inactive” (IC will show assessment descriptor in red and will show mark in gray scale lettering)  Formative assessments that are satisfactory or better will be documented using “+” for “progressing.”  Formative assessments that are marginal or unsatisfactory will be documented using “-“ for “not progressing”  Missing formatives assessments are to be documented with an “M” (comment of “Missing”)

Grade Books

Grade book CATEGORIES are based on Learning Standards Not Tests, Quizzes, Homework, etc.

Instead you will see:

Standard #1 Number Sense (Summatives, SUM., or S)

Std. #1 Formative (FOR., F) Assessments

STD. #3 Solving Equations (S)

Solving Equations Std. 1 (F)

You will also see a RUNNING Marks for each summative category

Examples:

Standard 1 Number Sense Running Grade, or

Standard 2 Running Mark, or

Number Sense Final Mark

Each running mark reflects what the student’s achievement levels are for each specific learning standard

This is

what it

might

look like whe

n you see it in IC

Improvements for January

IC will calculate SBG grades so that teachersno longer have to do those calculations by hand, minimizing errors

Within this calculation the A, F scenario changes from an F reported in IC to a D (still showing that the student has not fully mastered (C) the standard but shows some knowledge).