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Grading and ReportingSecondary Courses

Achievement-Based Grading

2015-2016

Parent Update

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The focus of this presentation…

1. How are grades identified?

2. What are dispositions?

3. What information will be on the report card?

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How are grades identified?

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Our beliefIn the School District of New Berlin we believe that grades should accurately reflect student knowledge, skills, and performance.

As a result, students will have the opportunity to practice new skills and concepts prior to their work influencing the report card. After practicing, student work will be used to inform the report card.

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Assignments, Tests, Projects…All work given to students will receive a numerical mark, feedback, or both. A mark is equated to a proficiency level and will be a 1, 2, 3, or 4. Work given to the students is deemed necessary for their academic success and needs to be completed and submitted to the teacher. Homework is not optional and is important to student understanding. Homework may be reflected in the report card grade if the work is not practice for a new skill.

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Assignments, Tests, Projects…

Determining a Proficiency Level

Below Basic1

Basic2

Proficient3

Advanced4

Has a limited understanding as demonstrated by frequent errors or inability to apply knowledge and skills successfully.

Inconsistent demonstration of understanding in applying knowledge and skills successfully.

Consistent demonstration of understanding in applying knowledge and skills successfully.

Demonstrates a detailed, deep and high level of understanding in applying knowledge and skills successfully

Teachers determine the level of proficiency for all assignments, tests, and projects based on the descriptors in the chart below.

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There are three types of grades used within the system.

Proficiency levels given on student assignments are called marks. (1’s through 4’s)

Report cards will have two types of information.

Each subject will have a cumulative letter grade. (A’s through F)

Subjects will be further defined using categories that will provide

additional information on student performance. Each category will

receive a score on the report card.(1’s through 4’s)

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Secondary Achievement-basedReport Card

The report card will have categories listed under each subject area to provide additional information on student performance. This will occur in courses in which teachers have begun standards-based grading. All courses will be involved in achievement-based grading starting in 2016-2017.

Proficiency levels of 1-4 listed in course categories

Possible grades of A through F

FUNCTIONS

ALGEBRA

NUMBERS AND QUANTITY

STATS AND PROBABILITY

QUARTER GRADE

SEMESTER GRADE

Algebra 1

Categories will receive scores only in quarters or semesters in which they are taught.

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A New Area on the report card will be called Dispositions.

Dispositions are those behaviors that are important to student success, but are not academic in nature.

The dispositions will not influence the academic grade but are key indicators of student success.

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Engagement (Category of graduate = Productive Self Concept)o Works cooperatively within diverse groups o Participates in a manner to contribute to group successo Displays a constructive attitude

Social Behavioro Takes responsibility for self, actions, and materials o Respects others o Observes class guidelines and expectations

Self-Managemento Attends to and follows directions o Initiates and completes tasks on time o Strives for accuracy and quality o Works well independently o Seeks help when needed

Perseverance, Creativity, and/or Innovation (Category of graduate = Growth Mindset)o Demonstrates a willingness to try and persevere in problem solvingo Demonstrates a curiosity for learning o Can access, organize, and/or create information for solving problems and constructing new

knowledge

DISPOSITIONS EXAMPLESBolded Categories appear on the report card.

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Proficiency Levels for Dispositions 1 2 3 4

Below Basic Basic Proficient Advanced

Lack of or limited demonstration of the dispositions identified in the category

Inconsistent demonstration of the dispositions identified in the category

Consistent demonstration of the dispositions identified in the category

Consistent demonstration of the dispositions identified in the category independent application within course/grade level experiences

Dispositions will receive a 1 through 4 grade, but not a letter grade.

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Determining a Category Score for the Report Card

This chart is used to identify the numerical grade for each report card category. The two most prevalent modes (number that appears most often) associated with each assignment are used.

The first number indicates the most prevalent mode, the second indicates the second most prevalent mode. One pair of numbers is identified on the chart, and that category score is assigned.

The most prevalent combination of marks is identified and used to determine a category score. For example, if the majority of marks a student earned is 3’s and 4’s, but mostly 4’s, they would get a category score of 4.

Score Identification Chart4 3 2 1

4’s and 3’s 3’s and 4’s 2’s and 3’s 1’s and 3’s4’s and 2’s 2’s and 4’s 2’s and 1’s 1’s and 2’s 3’s and 2’s 3’s and 1’s 4’s and 1’s 1’s and 4’s

The first score indicates the one that appears most often.

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Determining a Category ScoreAdditional EXAMPLE

Procedure:All scores within a subcategory are reviewed. The following marks were given on summative assignments.

1, 3, 4, 4, 2, 3, 3, 3, 4, 4, 4, 2, 3, 3The most prevalent mark is a 3, followed by a 4.

3-4 appears in the second column which is a category score of 3.

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 A = The student is able to consistently demonstrate a proficient and/or higher understanding. Scores of 3 or 4 in all categories with evidence of 4’s in summative work.

B = The student is able to demonstrate understanding on most standards with limited inconsistency.  Scores of 3’s and 4’s in categories with no more than one category at the level of 2.

C = The student is able to demonstrate an understanding of the  majority of standards with inconsistency. Scores of 3’s or higher in most categories with some categories at 2’s and/or 1’s.

D = The student is able to demonstrate a limited understanding of standards. 1’s and 2’s in the majority of categories.

F = The student is able to demonstrate minimal or no understanding of standards. 1’s in all categories.

Determining a GradeIn this system, scores are not averaged. Scores are reviewed using the descriptors below, and a grade is assigned.

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Similarities and Differences

2014-2015 2015-2016

Subjects have not included subheadings called categories in the past.

Categories will be included in all achievement-based grading classrooms.

Students received A’s through F’s most often based on percentages.

Scores for categories span from 1-4, subjects will continue to have A’s through F’s.

Grades are calculated. Grades are identified.

Behaviors are commented on but not scored on the report card.

Dispositions are scored on the report card and are the same K-12.

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In Summary: The Complete Grading System

Step #1: Students receive marks on their work. If the work is a practice activity, it doesn’t count towards the report card grade.Step #2: Marks determine the scores that will appear within the report card categories.Step #3: Category scores are used to identify the letter grade.

Proficiency levels of 1-4 listed in course categories

Possible grades of A through F

FUNCTIONS

ALGEBRA

NUMBERS AND QUANTITY

STATS AND PROBABILITY

QUARTER GRADE

SEMESTER GRADE

Algebra 1

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Questions