Excerpt from Syllabus: Grading System

In this class, students learning and ability to master material is the most important
element of our collaborative learning community. Below I will be explaining the
grading process in my classroom.
Before each assessment is given to the students in the classroom, I will be going
through a strategic plan to ensure each question is measuring what it is meant to.
The students score(s) will be included into a summation of scores for each unit.
They will earn these scores from unit tests, presentations, and major exams. The
scores will not be averaged or divided out but they will be matched up with the
following 9-point scale:
Summation of
Letter Value
points
460-500
A
450-459

A-

410-449

400-409

B-

360-399

350-359

C-

310-349

300-309

D-

0-299

Failing

The letter value will be present at the end of the course due to the Districts request
of score reporting. On mid-semester/semester reports, you will be visibly able to see
point earnings but not a specific letter value.
Students will be provided with homework as a practice resource for their learning. It
will not be graded in a sense that points from the homework will be calculated into
the summation score. Homework will first begin with internal motivation for extra
practices. Some students will be assigned homework for feedback due to their units
pre-test score. Students will also be encouraged to engage into the practice work,
so that they are able to fully master the material. Participation is another element of
the class that will not be added into the summation of scores. Students will
explicitly recognize that participation is a major part of the learning environment in
my classroom. To address low participation, the student and I will have a one-on-one
meeting to talk about a goal for participating in the classroom. Attitude is a major
part of learning, especially with math. I will be keeping into account students
attitude on a daily basis but also toward certain content areas. To address the
attitude that is expected within my classroom, I will ask to meet with the student
and implement a plan if needed. Below you can see how I will be reporting these
areas of the students.
Process Marks
a week
times a

++
+

Consistently
Moderately

Rarely
N/A
Not Assessed
Process Marks
Homework
Completion
Participation
Attitude

Consistently- Noticed 4 to 5 times

Moderately- Noticed 2 to 3
week

Rarely- Noticed 0 to 1 time(s) a week

engage in this area

Not Assessed- Student is not expected to

Another area that will be present with a student reporting is the how they are doing
with academic progress. This report will be integrated into the report by a chart
and/or written feedback. Students will be taking a pre-unit test and a post-unit test,
these scores will be compared to one another to measure progress with content
learning. Growth is a major part of student success.
These scores and notes will be reported to the school(s) when needed and will be
sent to parent(s)/guardian(s) in the middle and at the end of the semester. A
parent/guardian and/or student can request an informal scoring report. The format
will be the same as the official report but may not have every area filled out due to
the time in the semester.
Before official reports are sent out, I will be emailing all parent(s)/guardian(s) to
inform them about what to expect on the report and the content the student has
been engaged into. Throughout the year I may be contacting parent(s)/guardian(s),
with the student knowing, when I need to address something about the student
from the different areas of the report. This contact will be informing all parties of
progress made, how the student has positively impacted the classroom, or certain
behaviors that need to be addressed.
Disclaimer: Grading can be very individualized due to different needs individuals
have. I have the right to change assessments and grading scores for students where
this may apply. Student learning is the most important part of my classroom
community and fair is not always equal.
On the next page is an example of a student report card

Student Name _______________________

____Semester

The following two boxes provide the reader with information about what the
scores and markings means for the specific student.
Process Marks
++
Consistently
+

Moderately

Rarely

N/A

Not
Assessed

Points
460-500
450-459
410-449
400-409
360-399
350-359
310-349
300-309
0-299

Unit Achievements

Letter Value
A
AB
BC
CD
DFailing
Summation of
Scores

Proportional relationships
Applying operations with fractions
(Addition/Subtraction)
Applying operations with fractions
(multiplication/division)
Total
Process Marks
Homework
Completion
Participation

Possible
Score
100
100
100
300

Feedback from Process:

Attitude

Academic Progress (Comparison from pre-test to post-test):

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