How A Teacher Determines an Overall Course Grade
The student’s grade depends on how well the student is demonstrating proficiency ALL of the learning targets. A more straightforward way to think about it is that a teacher looks at a student’s body of work with consideration to growth. Conversations above student evidence are essential to remaining informed of progress and grade trajectory. A reference guide for grade determination is 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 accurately determine your grade.
A: Overall Score of 3 or 4 in ALL standards of the course.
B: Overall Score of 2 in one standard, with 3 or 4 overall scores in other standards.
C: Overall Score of 2 in one or more standards, with no other standard overall score of a 1.
D: Overall Score of 1 in one standard, regardless of other standard scores.
F: Overall Score of 1 in multiple standards, regardless of other standard scores.
Note: If a student has Ns or Ms in any amount the student runs the risk of failing the course. In these cases, the teacher may not have enough evidence to determine proficiency and ultimately establish a grade.
A: Overall Score of 3 or 4 in ALL standards of the course.
B: Overall Score of 2 in one standard, with 3 or 4 overall scores in other standards.
C: Overall Score of 2 in one or more standards, with no other standard overall score of a 1.
D: Overall Score of 1 in one standard, regardless of other standard scores.
F: Overall Score of 1 in multiple standards, regardless of other standard scores.
Note: If a student has Ns or Ms in any amount the student runs the risk of failing the course. In these cases, the teacher may not have enough evidence to determine proficiency and ultimately establish a grade.
How A Teacher Determines an Overall Standard Score
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 standard
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.
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 standard
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.