Grading and Feedback Policy

Grading and Feedback Policy

Social Studies Department

Definition of Student Achievement:

Student achievement in Social Studies is measured in proficiency in all Iowa Core based course objectives and identified criterions as demonstrated through summative assessments and final semester assessments.

Standards-ReferencedGrading

What is standards-referenced grading? And how is it different from standards-based grading?

Standards-referenced grading is a grading system where students are graded on their level of proficiencyon specific and well-defined course objective and/or skill based upon the Iowa Core. A standards-based grading system is the same only that if a student does not meet proficiency for the standards measured, the student is unable to move on to the next topic or next level/grade.

Within the Hoover High School (HHS) Social Science department, we are implementing the standards-reference grading system allowing our students to move forward with the class as the semester progresses; however the grades will reflect the student’s level of proficiency within the course standards and criterions. The utilization of a standard-referenced grading system will allow our students, staff, and stakeholders understand where specifically the student is proficient and where they need additional instruction, feedback, and practice before taking the summative assessment. However, if a student fails to meet the standards and fails the course, they will not receive credit and be required to retake the course.

Why standards-referenced learning systems in Hoover Social Science courses?

• The Hoover Social Science department wanted to change the nature of communication with parents and students in regard the intent and meaning of grades. Grades are more than just a letter in the grade book. Grades are to be a direct reflection of the student’s mastery of a standard being measured. Thus the goal of standards referenced grading is to develop a communication system that is specific to an individual student’s proficiency and needs and thus provide a clear guidance on areas in which the student is to improve in order to meet the standards and course objectives.
• The Hoover Social Science department worked throughout the 2010-2012 school years examining the impact and consistency of the current grading practices and fine tuning these practices to truly reflect the student’s proficiency on the Iowa Core standards. In addition, the Social Science department worked with the IB-MYP Humanities Guide to align the current Iowa Core standards within the IB-MYP assessment criterions and found that a natural match was easily made. As the HHS Social Science department developed the standards based grading system for the department, their focus was the same as the other academic departments, and making sure grades are FAIR, ACCURATE, CONSISTENT, and TIMELY.
• Under a traditional grading system a student can show a low level of proficiency on a topic and move on without remediation, as a student collects low scores such as D, the understanding of the concepts needed to understand the complexity of the issues within the next or at the next level continues to diminish. The goal of standards-referenced grading is that a student will have the feedback necessary to continue to work toward mastery of key concepts and ensure preparedness for the summative assessment, next standard, unit, or course level. Thus by the end of the semester, a student who is identified as proficient in the criterions and Iowa Core standards will be able to demonstrate mastery of the course through an authentic assessment.

Frequently Asked Questions:

Q: Does this grading system affect my child’s ability to get into college?

A: NO – the standards-referenced grades are calculated into a grade that weights the same as any grade in a non-standards-referenced class. Standards-referenced grading does focus the level of instruction and proficiency and thus raises the level of instructional practice and student demonstrated outcomes.

Q: What if my child does not master the standard the first time?

A: Unlike traditional grading systems, there is the opportunity for individualized extended practice and assessment re-takes in standards-referenced grading. This gives the student more than one chance to demonstrate proficiency.

Q: Why do only the summative assessments (tests, quizzes, authentic student work artifacts) count towards the final criterion and semester grades?

A: Summative assessments are the opportunities for our students to demonstrate their understanding and application of their learning. The students will have had opportunities through formative assessments to practice and receive feedback to prepare to their summative assessments. Opportunities will also be available for “re-do’s” and “re-takes” for a majority of the summative assessments.

Q: Why does the formative assessments count towards a multiplyer of zero?

A: The purpose of formative assessments, otherwise known as “homework” is to practice and for students to self-identify areas of strength and weakness in understanding learning standards. This also provides opportunities for teacher and student communication and feedback. A students opportunity for practice and preparation for the summative assessment should not count toward the grade demonstrating their understanding and application of the content standards.

Additional Standards-Referenced Grading Definitions:

Standards:A statement that describes what the students are expected to know and understand and how they are to demonstrate this understanding. The Iowa Standards are measured utilizing district assessments and authentic classroom assessments.

Summative Assessments:This assessment occurs at the end of the student’s learning process. Prior to the summative assessment, students will have been engaged in formative assessments in preparation for the final summative assessments. Summative assessments will be recorded as an active grade in the grade book for reporting purposes. These are product based and measures if a concept and/or skill has been mastered.

Formative Assessments:Occurs while the leaning is in process. Formative assessments are the daily work and practice that is utilized to prepare the student for the summative assessments. This allows the students and the instructor to gauge the student’s level proficiency and allows for interactive feedback between the student and instructor. The grades for the formative assessments will receive a multiplier of zero due to that this is practice and a means of determining the students learning needs and level of proficiency prior to the summative assessments. Thus in the grade book, the grade for the formative assessment will be shown, but not be included in the students final grade for the stated criterion and overall semester grade. Formative assessments have the greatest impact on student learning and thus it is strongly suggested that all students engage fully within their formative assessments in preparation for their summative assessments.

Multiplier of Zero:Formative assessments will receive a multiplier of zero, meaning that the student will receive feedback in regard to their mastery and be allowed to redo and develop their mastery of the measured criterion. This student progress will be shown in the grade book; however, the grade will be multiplied by zero and thus not have an impact on the student’s final grade. This is so that the student will be encouraged to practice and perfect their mastery of the criterion and standard in preparation for their final summative assessment that will be recorded and have an impact on their final semester grade.

Proficiency: How well the student demonstrates their level of understanding and skill on the stated measured criterion and standard.

Required Study Skills and Work Habits for Success in Social Studies:

• Come to class every day with materials and ready to engage in learning
• Keep a planner with important assignment due dates
• Ask questions frequently
• Take advantage of tutoring ( lunch and after school) and teacher “office hours” 7:25-7:40 & 2:35-3:10
• Keep track of grades and work completion through Infinite Campus and/or the sheets posted weekly in the room
• Work well individually and in groups
• Develop skills in reading for understanding and informative and evaluative writing
• Participate in and complete formative assessments in order to receive timely feedback, make needed adjustments, and to better prepare for mastery of summative assessments.

Standards-Referenced Grading Scale & Indicators:

Hoover High School Social Science Criterions(IB-specific):

The following are the criterions being measured within the Social Science classes. This is in direct line and being facilitated through the implementation of the Iowa Core Standards for Social Studies. Below each identified criterion are the forms of summative assessments that the students will be assessed and demonstrate proficiency their level of understanding and application of proficiency within each criterion.

• Reflective
• Informative
• Synthesizing
• Persuasive
• Opinion
• Evaluative
• Compare/Contrast

• Oral
• Visual
• Written (see above for examples)

• Listening
• Speaking
• Reading
• Writing

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