Standards Based Grading
The standards-based report card is the summary statement of a student’s performance in content areas each reporting period. This academic evaluation will represent what students have achieved academically, not how hard they have worked, how much they have improved, how they compare with classmates, or how well they have behaved. The standards-based report card is another tool that will be used to communicate to students and parents regarding student academic progress. A student’s work habits, Learner Profile, and conduct will be evaluated and reported separately on the Standards-Based Report Card.
Establishing a Standards-Based Reporting System
Report cards are an important part-of an integrated system that emphasizes continuous assessment of a student’s progress and achievement.
An integrated assessment system should include the following:
• Scoring and grading systems that integrate assessment into instruction so that classroom assessment is integral to the learning process, providing the constructive and formative feedback both students and teachers need to do their work more effectively. City School of Decatur uses MAP assessments to assist teachers with this process. However, students are assessed in a multitude of ways including projects, tests, performance tasks, teacher observations, and conversations.
• A system whereby student proficiencies are communicated to students and parents, along with expectations that will improve their understanding of what work is required and where the student is strong or weak.
• MAP assessments, common assessments, and classroom performance tasks with correlating scoring guides/rubrics along with samples of student work which demonstrate levels of mastery relative to the GPS.
These efforts will bring about the systemic reform needed to ensure that all students meet/exceed the standards. Assessment is a teaching tool that measures student progress toward the proficiency of the standards.
Our Grading Scale
4: Exceeds Standards- Demonstrates understanding of the central idea within the unit of inquiry and takes action as a result of the learning; shows evidence of mastery at and above grade level standards
3: Meets Standards- Demonstrates understanding of the central idea within the unit of inquiry; consistently shows evidence of mastery of grade level standards
2: Approaching Standards- Demonstrates some understanding of the central idea within the unit of inquiry; shows some understanding of grade level standards
1: Does not meet standards- Demonstrates limited understanding of the central idea within the unit of inquiry; shows inconsistent understanding of grade level standards even with frequent support and guidance
N/A: Not Formally Assessed
All summative assessments are administered and completed at school. Students will have a common term assessment for the following content areas: Social Studies, Science, and Math.
These tests are divided into sections that each assess standards taught for the term. Teachers may give sections of the test as each chunk of learning has been taught and mastered or they may give all sections at the end of the term.
Teachers are required to give students and parents notification of when these assessments will occur. It is at the teacher's discretion to provide study guides. However, students should have a guide, notes or previous work that will assist then in reviewing information to be assessed.
IBPYP Unit of Inquiry Assessment: This is usually a performance task that students complete in school to show their understanding of the current unit's Central Idea. This assessment helps teachers gauge how well students can apply this universal idea to a new and different situation other than what was presented in class.
Reading and Writing Assessments: Reading and writing are assessed through a variety of ways; each is explained below.
Student/writing conferences: Reading and writing conferences are one-to-one work with a student in which instruction is individualized to support the reader and help to elevate the student to be able to flexibly call upon a number of strategies to problem solve.
Reading/writing responses: Students provide written responses to reading and/or writing prompts. These responses provide insight into comprehension of text and writing skills. In addition to this, students' writing skills are also assessed in the different content areas through examination of journals, notebooks, short answer responses and/or other written assignments.
Fluency assessments: The National Reading Panel's definition of fluency is the ability to read text with accuracy, appropriate rate, and good expression. Teachers assess how fluent students are by listening to them read one-on-one and noting their reading behaviors as it relates to accuracy, rate and expression.