The Structure of SHS Grading & Reporting
Our Grading and Reporting system measures a student’s mastery of the essential and enduring skills for a class. In particular, because learning is a process that takes place over time, each evidence-based assessment will provide feedback for the student about what to focus on next, apply the feedback and the student will be allowed to show more evidence of mastery. If the new evidence-based assessments shows a higher level of mastery, that new proficiency score replaces the old one.
While traditional grading systems attempt to fuse feedback, achievement results, and performance expectations into a single percentage, an Evidence-Based Grading and Reporting model separately communicates the following:
1. How is the student growing? - The progress each student is making toward proficiency in each target and standard.
2. How is the student performing? - Each student’s current level of proficiency in each standard and target.
3. How is the student behaving? - A student's learning habits and behaviors that of concern or well-done.
*Important note: #1 and #3 are NOT included in the grade.
While traditional grading systems attempt to fuse feedback, achievement results, and performance expectations into a single percentage, an Evidence-Based Grading and Reporting model separately communicates the following:
1. How is the student growing? - The progress each student is making toward proficiency in each target and standard.
2. How is the student performing? - Each student’s current level of proficiency in each standard and target.
3. How is the student behaving? - A student's learning habits and behaviors that of concern or well-done.
*Important note: #1 and #3 are NOT included in the grade.