Grading Determination Policy
A reference guide for grade determination is shown below, however the evidence produced from each assessment is the ultimate indicator of what grade a student earns. Please converse with your teacher about the evidence presented in this segment to properly determine your grade.
- A: Scores of 3s and 4s in segment two of the student portal
- B: Small Pattern of 2 scores in segment two of the student portal (No 1s)
- C: Large Pattern of 2 scores in segment two of the student portal (No 1s)
- D: Small Pattern of 1 scores in segment two of the student portal
- F: Large Pattern of 1 scores in segment two of the student portal, (regardless of other scores)
Grade Determination Reference Guide
Essentially EBR grades represent competence. EBR tracks student-produced evidence in several main skills throughout the semester. At the end of the semester, if that evidence shows that the student is compentent in ALL skills then the student can receive an A. We acknowledge than many of us learned in a traditional grading system and it may be difficult to translate that experience the EBR system since EBR grades represent only one thing...competence. Here is how the traditional letter grades align with the idea of competency:
A+ = Highly Refined Competence in ALL skills
A,A- = Competence in ALL skills
B+,B,B-,C+,C,C- = Developing Competence in all or certain skills
D+,D,D-,F = No Level of Competence in certain skills
At the beginning of every unit, the teacher will break down the standards for the unit into smaller objectives and criteria using a detailed rubric. During the unit, the student is assessed to see if they truly know the material using a variety of assessments, such as traditional pencil-and-paper tests, projects, discussions, or reports. The class grade will be based on all of the evidence the teacher collects demonstrating mastery of the essential standards.
In Evidence-Based Reporting, frequent on-going assessment of students’ progress in the target language is essential. Formative assessments take place at regular intervals during the instructional stage to check for understanding and mastery of the course material. Throughout the semester, student performance is collected on each learning target based on the following proficiency scale:
4.0 Exceeds Expectations of Mastery of Learning Target
3.0 Demonstrates Mastery of Learning Target
2.0 Mastery of Learning Target is In Progress
1.0 Not yet making progress or making minimal progress toward Mastery of the
Learning Target
In order to give students an opportunity to grow the entire semester, the traditional grade calculation of 25% for each term and 25% for the final exam in accordance with school policy will not be used in this course. Instead, students will have the opportunity to present evidence of their achievement toward each learning target throughout the semester. The final exam will still be a required portion of the course and will be evidence of students’ mastery for each of the academic standards.
Step 1: Interpreting Evidence in Infinite Campus Gradebook
The students’ final grade for each standard will be based on a “modal” interpretation of their proficiency scores (presented in the gradebook). The first mode is the score (4,3,2,1) that appears most often in a given standard. The second mode is the score that appears second most in frequency. You can see your student’s scores on the individual standards by clicking on the overview page of the Infinite Campus Parent Portal. For example, here is a snapshot of the proficiency ranking of a target in the gradebook:
A+ = Highly Refined Competence in ALL skills
A,A- = Competence in ALL skills
B+,B,B-,C+,C,C- = Developing Competence in all or certain skills
D+,D,D-,F = No Level of Competence in certain skills
At the beginning of every unit, the teacher will break down the standards for the unit into smaller objectives and criteria using a detailed rubric. During the unit, the student is assessed to see if they truly know the material using a variety of assessments, such as traditional pencil-and-paper tests, projects, discussions, or reports. The class grade will be based on all of the evidence the teacher collects demonstrating mastery of the essential standards.
In Evidence-Based Reporting, frequent on-going assessment of students’ progress in the target language is essential. Formative assessments take place at regular intervals during the instructional stage to check for understanding and mastery of the course material. Throughout the semester, student performance is collected on each learning target based on the following proficiency scale:
4.0 Exceeds Expectations of Mastery of Learning Target
3.0 Demonstrates Mastery of Learning Target
2.0 Mastery of Learning Target is In Progress
1.0 Not yet making progress or making minimal progress toward Mastery of the
Learning Target
In order to give students an opportunity to grow the entire semester, the traditional grade calculation of 25% for each term and 25% for the final exam in accordance with school policy will not be used in this course. Instead, students will have the opportunity to present evidence of their achievement toward each learning target throughout the semester. The final exam will still be a required portion of the course and will be evidence of students’ mastery for each of the academic standards.
Step 1: Interpreting Evidence in Infinite Campus Gradebook
The students’ final grade for each standard will be based on a “modal” interpretation of their proficiency scores (presented in the gradebook). The first mode is the score (4,3,2,1) that appears most often in a given standard. The second mode is the score that appears second most in frequency. You can see your student’s scores on the individual standards by clicking on the overview page of the Infinite Campus Parent Portal. For example, here is a snapshot of the proficiency ranking of a target in the gradebook:
The modal for all targets is your student’s ongoing grade in the class. This is calculated by reviewing your student’s scores on any targets that have been assessed and is continually updated by your student’s teacher. By looking at the targets associated with each Standard, a student, a parent, and the teacher can assess the overall Standard rating by looking at the central tendency of the work. The followings is a GUIDE for how EBR teachers think though the evidence review process. THIS IS NOT USED TO GIVE THE GRADE, IT IS A GUIDE FOR OUR TEACHERS.
*FINAL GRADES ARE EARNED THROUGH A CONVERSATION BETWEEN TEACHER AND STUDENT ABOUT THE EVIDENCE THEY PRODUCED AND IF SAID EVIDENCE ALIGN WITH THE EXPECTED PROFICIENCY OF THE COURSE LEARNING TARGETS.
*FINAL GRADES ARE EARNED THROUGH A CONVERSATION BETWEEN TEACHER AND STUDENT ABOUT THE EVIDENCE THEY PRODUCED AND IF SAID EVIDENCE ALIGN WITH THE EXPECTED PROFICIENCY OF THE COURSE LEARNING TARGETS.
For example, if a student’s most frequent score in a standard were a 3, and the second most frequent score were a 4, that student would have a “3-4,” or a POSSIBLE overall proficiency score of 4 that standard.
Example: 4-3 (First Majority – Second Majority) = Final Standard Proficiency Ranking of “4”
Converting to A Final Letter Grade
*This section is determined by each curricular team. Please CHECK WITH TEACHER for each course's grade determination policy.
For example, if a student’s most frequent score in Standard 1 was a 3, and the second most frequent score was a 4, that student would have a “3-4,” or an overall score of 4 in Presentational Communication.
Below is a SAMPLE from a class using EBR.
For a course there may be three academic standards such as:
1) Standard 1
2) Standard 2
3) Standard 3
A: A score of “3” or “4” in each of the three academic standards
B: A score of “2” in any one Standard (with grades of “3” or “4” in the remaining Standards)
C: A score of “2” in more than one Standard (no score of “1”)
D: At least one score of “1”; at least one score of 2 or above
F: A score of “1” in each of the three academic standards
Example: 4-3 (First Majority – Second Majority) = Final Standard Proficiency Ranking of “4”
Converting to A Final Letter Grade
*This section is determined by each curricular team. Please CHECK WITH TEACHER for each course's grade determination policy.
For example, if a student’s most frequent score in Standard 1 was a 3, and the second most frequent score was a 4, that student would have a “3-4,” or an overall score of 4 in Presentational Communication.
Below is a SAMPLE from a class using EBR.
For a course there may be three academic standards such as:
1) Standard 1
2) Standard 2
3) Standard 3
A: A score of “3” or “4” in each of the three academic standards
B: A score of “2” in any one Standard (with grades of “3” or “4” in the remaining Standards)
C: A score of “2” in more than one Standard (no score of “1”)
D: At least one score of “1”; at least one score of 2 or above
F: A score of “1” in each of the three academic standards