Engineering & Design
The purpose of grades is to accurately reflect individual student achievement as related to course objectives.
The School Board recognizes that students learn best through a system of clear learning objectives, quality formative assessment, developmental feedback, and the opportunity to respond to that feedback.
Formative Assessment and Feedback
Formative assessment is the process of understanding one’s current performance compared to desired performance and making necessary adjustments to improve the next time. Formative assessment also involves learning from one’s mistakes. A key part of the formative assessment process is non-judgmental developmental feedback.
Communication of Learning Targets
In the Engineering & Design departments, learning targets and quality performance are communicated through:
- Syllabi including learning targets for each class
- Woodworking plan sheets and rubrics
- PLTW rubrics and online resources/exemplars
- Lesson plan objectives addressed with students at the beginning of a unit and throughout each lesson both as a group and individually
- Modeling of techniques
- Exemplars presented at the beginning and throughout the duration of projects as with the aforementioned rubrics and plan/criteria sheets
In the Engineering & Design department, students have the opportunity to improve their performance through formative assessment and timely developmental feedback through:
- In-process critique on projects
- Teacher-to-student comments
- Oral and written feedback
Accurately self-assessing one’s work empowers the learner to understand learning goals, monitor progress, and understand the relationship between the effectiveness of one’s effort and one’s improvement.
In the Engineering & Design departments, students are expected to accurately assess their own work by:
- Comparison to exemplars, rubrics, and job plan sheets
- Oral and written self-assessments
Summative Assessment and Grading
The school board recognizes that formal grade reporting is necessary to provide summative information about student performance. Specifically, summative assessment and grade reporting inform students, parents, teaching staff and administration of how well a student meets learning objectives in a course and provides an official record of student performance.
Achievements of course learning objectives are the primary factor in determining grades. Furthermore, the most important skills and content knowledge are given the greatest weight. In the Engineering & Design departments, grades are determined by:
- 18 week project-based work is worth 54% of semester grade
- 18 week daily lab work is worth 27% of semester grade
- Safety quizzes are worth 9% of a semester grade
- Final exam is worth 10% of the semester grade
Note: The Woodworking exam is a comprehensive final completed during exam week.
- 18 week projects, presentations, portfolios and engineering notebook work is worth 80% of the semester grade.
- Exams are worth 20% of semester grades.
- Due to the project-based nature of PLTW courses, projects, portfolios, and/or presentations may replace final exams.
A 100-93 B- 82.99-80 D+ 69.99-67
A- 92.99-90 C+ 79.99-77 D 66.99-63
B+ 89.99-87 C 76.99-73 D- 62.99-60
B 86.99-83 C- 72.99-70 F 59.99-0
Extra credit is not offered within the Engineering & Design Department.
- An essential objective of the school district as a whole is to prepare students for the responsibilities they will have later in their lives. As such, graded work not turned in by due dates will be given only 50% of the credit earned up until the assignment has been graded and returned to the class. After it has been returned and gone over in class, no credit will be earned, but feedback will be given to help students prepare for summative assessments.
- For excused absences, students must make up any missing work in a timely manner. Work not turned in by the end of a unit will receive a grade of zero.
- If a large amount of work is not turned in, instructors have no accurate means to assess a student’s achievement of the course objectives, and no credit will be given for the course.
- Major projects must be completed in order to receive credit for the course, even if a passing grade is achieved in the remainder of the class. Major projects will be noted as such in the beginning of the year syllabus.
- Partially completed work is assessed based on the extent to which it has been completed.
Group projects are used in many courses and will factor into a student’s grade. Steps are taken to ensure that groups are functioning well and that individual efforts are recognized and substantially impact a student’s individual grade for a group project.
The WFBHS Academic Dishonesty policy applies to all Engineering and Design work that factors into students' grades. Instances of academic dishonesty will result in a grade of zero for the work in question. It is every student's responsibility to read and abide by the school policy.
Behavior is a critical component to creating a respectful, supportive learning environment, and effort is a critical component in the learning process. In the Engineering and Design department, behavior and effort are reported by the building-wide, quarterly behavior/effort marks.
- Much of the material that students are expected to learn is developed, discussed and reinforced through classroom activities. Therefore, students are expected to attend class regularly and to talk to the teacher when an absence occurs to get the necessary reinforcement for the missed material.
- Students should be attentive and on task during class time.
- Students should turn in high quality work by assigned due dates.
- On the basis of self assessment and developmental feedback from the instructor, students should address objectives not being met and seek assistance from instructors in class and during ISHP. Students should be proactive in taking ownership of their learning.
- Students should begin their efforts toward unit objectives from the onset of instruction, not put off efforts until the summative assessment approaches. Full student engagement throughout the course leads to a more thorough attainment of objectives.
- Behavior that impedes an individual student’s achievement and/or disturbs the learning environment for other students will not be tolerated and will be dealt with by the classroom teacher as per school policy.
- A safe learning environment will be maintained at all times. Chronic or egregious violations of established safety policies will result in disciplinary action up to and including removal from the course.
- Extreme or chronic misbehavior will be referred to the associate principal.
- Students will be informed of course specific behavior and effort expectations through the individual course syllabi.
- Behavior and effort concerns or problems will be communicated to parents when necessary.
Alignment to District Policies
This policy is aligned to District Grading Policy (345.1), District Homework Policy (345.3) and Accommodating Sincerely Held Religious Beliefs (323.1).
Behavior that disrupts the teaching and/or learning process for others will be addressed through the school district’s code of classroom conduct (443.7).