3000 - Educational Program

3400 - R Evaluation of Student Progress - R&P

3400 - R Evaluation of Student Progress - R&P

R & P for Evaluation of Student Progress Board Policy 3400

 

Teachers shall evaluate student performance and keep accurate records in order to substantiate a grade or assessment given in a course. Grading should be based on the progress the individual student has made in mastering the curriculum standards. The determination of the grade to be awarded is a responsibility of the teacher.

Teachers of students in grades 3-13 shall keep records of grades and assessments in the state-wide student information system and use the state-wide grading scale effective in Fall 2015.  The grades reported for students in grades 3-8 shall be reported using A, B, C, D, and F.  The grades reported for students in grades 9-12 shall be reported using the numerical grade.

Evaluation shall be based on clearly defined criteria that represent the attainment of content knowledge and skills and shall be consistent across grade levels and courses. Meaningful evaluation shall be based on mastery of standards during the particular evaluation period.

Evaluation of the mastery of standards includes summative and formative assessments. Summative assessments assessing mastery of the standards include unit tests, quizzes, standards-based projects, performance tasks, and final research project/presentation.  Formative assessments assessing progress towards mastery of the standards may include but are not limited to homework/classwork, quizzes, interactive notebook/journal check at end of unit/semester if grading the content, partially (potential) learned standards, individual content of a project/task, exit tickets, problem of the day/morning work, etc.

Non-examples of grades that do not assess student mastery or progress toward mastery of curriculum standards include class participation/effort, extra points for box tops, pre-assessment scores, benchmark scores, bringing in classroom supplies, parent signatures to improve points (report cards/tests), interactive notebook/journal check at end of unit/semester if grading that everything required is in the notebook/journal, behavior, attendance/tardies, etc.

To effectively assess a standards-based curriculum, 3-13 grades will be weighted 70/30.  Summative assessments assessing mastery of the standards will be weighted 70% of the student’s grade.  Formative  assessments assessing progress towards mastery of the standards will be weighted 30% of the grade.

For courses in grades 3-8, to reduce the inequity in the numerical grade spans and to align grade ranges with North Carolina achievement levels, the minimum grade assigned for any individual formative and/or summative assessments will be a 40.  Numerical grade spans will be A=100-90, B=89-80, C=79-70, D=69-60, and F=59-40.  These grade spans will more effectively communicate student progress towards mastery of the standards reflective in North Carolina Assessment Achievement Levels, 5/Superior Command, 4/Solid Command, 3/Sufficient Command, 2/Partial Command, and 1/Limited Command.

Courses in grades 9-13 will use the formative/summative 70/30 weighted scale, with no nine-week grade lower than a 50, effective retroactive to the first day of the 2016-17 school year.

Teachers shall enter all grades from the previous week by the end of the first workday of each week.

The principal shall review with teachers the system wide common grading practices,  ensure teacher grades books are correctly formatted with the 70/30 weights and appropriate minimum grades are assigned, and ensure that all teachers post grades to the statewide student information system.

Legal References:

Cross References:

Adopted:  November 04, 2013

Last Updated: September 13,2016

Legal References:
Cross References:
Adopted:
Monday, 04 November 2013
Last Updated:
Tuesday, 13 September 2016