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 Mathematics department, learning targets are communicated through:
- A course syllabus that contains course objectives.
- A description of the main ideas at the beginning of each unit.
- Lessons that include learning targets both verbally and in writing.
Communication of Quality Performance
In the Mathematics department, quality performance is communicated through:
- Teachers and students showing and explaining solutions to problems using the blackboard, whiteboard, smart board and computer software.
- Exemplars and/or work examples from a variety of sources.
- Rubrics provided and discussed when major projects and oral presentations are assigned.
In the Mathematics department, students have the opportunity to improve their performance through formative assessment and timely developmental feedback through:
- In-class guided practice problems:
- Verbal feedback with respect to the accuracy of an individual student's work and what needs to be done to correct it.
- Modeling of correct processes to the entire class after students have attempted problems, taking into account individual student performance.
- Responses to individual student questions.
- Homework problems:
- Written comments on collected homework.
- Provision of correct answers and modeling of correct processes to the entire class after students have done the homework, taking into account individual student performance.
- Responses to questions regarding homework.
- Entrance/Exit slips
- Individual interaction with students during ISHP.
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 Mathematics department, students are expected to accurately self-assess their own work by:
- Regularly reflecting on their progress towards meeting the Math department Student Disposition Learning Targets
- Comparing their work to the model/answer key.
- Identifying and correcting their errors.
- Rating their understanding (for example: thumbs up or down, 1-5 scale, etc.)
- Categorizing mistakes as concept vs. computation.
- Using reflection exit slips at the end of class.
- Determining whether extra help is needed.
- Completing self - assessment form.
- Redoing/correcting homework when mastery of learning targets has not occurred.
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.
Furthermore, the Math department believes:
- Learning is a continual process and occurs daily, independent of assessment.
- Mathematics is cumulative in nature and, as such, summative assessments are as well.
- Mathematics concepts are interconnected across multiple units, courses and years, and, as such, summative assessments are as well.
Achievement of course learning objectives is the primary factor in determining grades. Furthermore, the most important skills and content knowledge are given the greatest weight. In the Mathematics department, grades are determined by:
Homework, quizzes, projects/presentations, and unit tests are the primary summative assessments used by the Math department.
- Thoughtfully completing daily homework is the best way for students to master and retain mathematical proficiency. They also learn from assessing the accuracy of what they have done, discussing problems with teachers and peers, and correcting their work.
- In an effort to encourage students to learn to the best of their ability, teachers may check for homework completion. Teachers will employ a variety of methods to assess and give students feedback on their mastery. These may include quizzes, homework checks, entrance or exit slips, or grading homework for accuracy. The frequency of these checks will vary depending on the course and the unit of study. The primary responsibility for assessing the accuracy of daily work and mastering the material remains with the student.
- Quizzes are periodically used to provide timely feedback prior to higher stakes testing. They include a smaller number of learning targets to master.
- Projects and oral presentations may be used to help the student apply and expand on the learning targets. Rubrics are provided in advance to help students meet the learning targets involved.
- Unit Tests are more comprehensive than quizzes.
- Students will practice the process of studying for a summative assessment through a combination of methods which may include:
- Student prepared study materials
- Using and reworking class notes and past homework problems
- Review materials in the textbook
- Teacher prepared study materials
The weight of the final exam is dependent on the level of the course. Exam weights and corresponding quarter or semester weights are as follows:
- Pre-Algebra, Algebra 1, Geometry:
Semester Weight 80% Final Exam 20%
- Advanced Geometry, Algebra 2, Functions & Trigonometry, Statistics, Advanced Algebra 2/Trigonometry, Precalculus, Advanced Precalculus, AP Calculus AB, AP Calculus BC, AP Statistics:
Semester Weight 75% Final Exam 25%
All non-AP courses are subject to the following grading scale:
A 93 – 100
A– 90 – 92.99
B+ 87 – 89.99
B 83 – 86.99
B– 80 – 82.99
C+ 77 – 79.99
C 73 – 76.99
C- 70 – 72.99
D+ 67 – 69.99
D 63 – 66.99
D– 60 – 62.99
F Below 60
It is important that students collaborate and communicate mathematics to others. Group projects are used in several 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 impact a student’s individual grade for a group project.
- Available at the discretion of the teachers of the same course.
- Awarded only for work that extends student learning.
- Does not replace required work.
- Not given for routine tasks or remedial work.
- Will not increase quarter grade by more than 3%.
Late/Incomplete Work Handling
- Turned in late until end of unit up to 50% off late penalty
- Turned in after end of unit no credit
- Absence Additional day for each day missed
- Extended Absences Handled on individual basis
- 1 day after due date 10% late penalty
- 2 days after due date 20% late penalty
- 3 days after due date 30% late penalty
- 4 or more days after due date 40% late penalty
- Deadline is end of quarter No credit if not turned in
Students are expected to make up tests and quizzes in a timely manner.
- Students caught cheating will be dealt with in accordance with school policy.
Retaking Summative Unit Assessments
At the discretion of teachers of the same course, retaking failed summative unit assessments may be an option.
- If given the retake option, the student must first correct the failed summative unit assessment.
- Students may be expected to complete additional work to ensure they are prepared for the retake.
- The maximum grade of a retaken summative unit assessment is 60%.
- Semester exams may not be retaken.
Behavior is a critical component to creating a respectful, supportive learning environment, and effort is a critical component in the learning process. In the Mathematics department, behavior and effort are reported by the building-wide, quarterly behavior/effort marks. Note:
- Active participation during class is expected to ensure learning occurs and formative assessment is possible.
- A student’s effort will be reflected in his/her performance on formative and summative assessments.
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).