Ms.

Johnson – Room 310

johnsoe1@live.siouxcityschools.com

1A: Honors Alg. 2 1B: Discrete Math

2A: Algebra 1B 2B: Honors Alg. 2

3A: Algebra 1B 3B: Algebra 1B

4A: Duty, Team, Plan 4B: Duty, PLC, Plan

Standards-Based Approach

It is my belief that a student’s grade should reflect what they know. In a traditional gradebook,
this is not usually the case. For example, a score of 80% on “Test 1” tells me nothing about
what the student understands or what they are trying to learn. Instead, with a standards-based
grading system, students are graded on how well they understand a standard (also referred to
as concepts or learning targets). This means, the gradebook will be broken down by concepts
and students will receive a score from 5-10 based on how well they have mastered that concept
(see grading scale below). Thus, a score of 7 under the heading “Solving Equations” tells me
that the student has somewhat grasped the concept but needs more practice and re-teaching in
order to master it.

GRADING SCALE

Score Meaning Percentage Scale Rationale

0 Absent
5 Incomplete
6 Not Yet
7 Emerging
8 Capable
9 Strong
10 Mastery
The learner has not been present in order
0%
to gain any understanding of the concept.
The learner has not provided enough
50-59%
evidence to assess proficiency.
The learner has provided enough
evidence for assessment but does not yet
60-69% demonstrate understanding of the
concept. Partial understanding is present
with significant errors.
The learner has demonstrated an
70-79% “emerging” understanding of specific
knowledge and skills.
The learner has demonstrated partial
80-89%
understanding with minor errors.
The learner has demonstrated a strong
90-99%
understanding with only minor errors.
The learner has developed a thorough
100% understanding of the concept. No further
practice or improvement is needed.
How Quizzes Are Graded

In this system, short quizzes (4-6 questions) are used to monitor student progress and thought
process. However, the quizzes are not solely graded based upon right or wrong answers.
Therefore, a student doesn’t receive a 75 if he or she gets 3 of 4 questions correct. Instead, the
teacher seeks to gain a holistic view of each student’s understanding.
When grading quizzes, I am especially looking at the students’ thought processes and
explanations to get a feel for their level of understanding. Because of this, I don’t give multiple-
choice questions but do ask students to explain their reasoning for each response. I’m not too
worried about how many questions are right or wrong because we can tell a lot just based on
the work that is shown. In fact, there are many times when a student gets the answer wrong, but
through the demonstrated work, I am able to give the student a very high mark.
Each student receives a grade from 5 to 10 that is determined by demonstrated learning. As the
chart shows, the grade depends on the student’s level of understanding. Basically, after gaining
a holistic view of the student’s progress, I give the student a “rating” to give feedback about
where the student is. I want students to know where they are and where they can improve. I will
then reward them for perseverance through retakes (see next section). Overall, I want grades to
represent how much my students have learned and not just point accumulation.

Retake Policy

A student may retake a quiz, possibly multiple times, before the end of the grading period. I’d
prefer for all students to retake quizzes because I believe all students can continue to pursue
deeper learning even after concepts are formally assessed. However, the goal of retakes is not
to create a crutch for students. The goal is for students to take learning seriously and in turn be
provided with an encouraging classroom environment that welcomes mistakes and allows for
growth from mistakes.

Therefore, students will first be allowed to retake a quiz following the day that they get their
scores back and we go over the quizzes in class. It’s preferable for students to allow time for
error analysis, practice, and other efforts to pursue further learning. With this in mind, in order to
qualify for the retake, a student must complete an analysis report that includes reflection
questions and practice problems related to the previous quiz.

In addition, if a student would like to retake a quiz a 2nd time (or more), then he or she must fill
out another quiz analysis form based on the first retake. From there, the student must receive
tutoring or complete a “proof of understanding” artifact to continue learning. Finally, after those
conditions are met, the student may retake the quiz a 2nd time. All additional retakes will follow
the same process.

The highest grade achieved will be recorded in the gradebook. This approach is used because it
allows students to pursue learning without penalty and be rewarded for perseverance. I want
students to keep working until mastery is demonstrated no matter how long it takes.