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-Referenced Grading 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 proficiency on 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 standardsreference 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 [1]
same as the other academic departments, and making sure grades are FAIR, ACCURATE, CONSISTENT, and TIMELY. The work completed by the Hoover Social Science teachers, district curriculum department, clarification of the Iowa Core at the state level, and the IB-MYP Humanities criterions has allowed for focused criterions to be measured utilizing the Iowa Core standards. Each semester the students will be focusing on the criterion standards of Knowing and Understanding, Investigating, Thinking Critically, and Communicating. Each of these criterions contains the skills utilized to demonstrate understanding and application of the Iowa Core for the Social Studies. 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 summative assessments (tests, quizzes, authentic student work artifacts) count so heavily 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 with the exception of the DMPS District Benchmark Tests. Q: Why formative assessments? 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. [2]
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 benchmark and authentic classroom assessments. Criterions: The International Baccalaureate Middle Years Program term for objectives. These are being utilized by the Hoover Social Science department to define the areas in which the Iowa Social Science Standards will be implemented and measured with in the standards-referenced grading system. 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. 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. [3]
Standards-Referenced Grading Scale & Indicators: Proficiency in Course Standards Letter Grade Summative Rubric Points Formative Rubric Points Advanced A 8 4 Proficient B 6 3 Progressing/Developing C 4 2 Far to Go D 2 1 Not Proficient F 0 0 [4] Description Student is proficient in all standards and consistently demonstrates the following levels of intellectual work Remembering, Understanding, Application, Analysis, Evaluation, and Creation Student is proficient in all standards and consistently demonstrates the following levels of intellectual work Remembering, Understanding, Application and Analysis Student is proficient in all standards and consistently demonstrates the following levels of intellectual work Remembering and Understanding Not proficient in all course standards, making progress towards proficiency in remaining standards. Demonstrates the following levels of intellectual work Remembering and Understanding. Progress is defined as making repeated attempts with increasing levels of performance in the standard. NO CREDIT AWARDED - Not proficient in all course standards AND not making progress - unable to fully evaluate levels of intellectual work. Progress is defined as making repeated attempts with increasing levels of performance in the standard. OR The student withdraws / drops a class after the deadline (7 wks). Scale 90-100% 80-89% 70-79% 60-69% 0-59%
Failing Due to Attendance F / A 0 0 Student is receiving an F in the course AND has more than 7 absences to that course. Students do not automatically receive an F when they reach 7 absences; however, this grade is intended to communicate that low performance was due to ongoing attendance issues. 0-59% Standards-Referenced Grading based upon Criterion: The grades submitted for determining the student s demonstration of mastery of the criterions is largely based upon their summative assessments within the criterion. The summative grading scale will be 8,6,4,2 scale as indicated in the previous chart. Formative assessments will be completed by the students leading up to the final assessments. This will allow the students to practice and fine tune their application of their understandings in order to prepare for and master the criterions summative assessment. Because the formative assessments are the practice leading to the final summative assessments, the students will receive a marking indicating their proficiency level within the criterion being measured. However, unlike the summative grading scale within the grade book, the formative assessment grade will receive a 4, 3, 2, 1 grading scale and thus not have a large impact on the student s final grade. This will allow all stakeholders to see the level of mastery as the students completes the work leading the completion of the summative assessment. Hoover High School Social Science Criterions: 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 ea ch identified criterion are the skills assessed that the students will have the opportunity to demonstrate proficiency of their level of understanding and application within each criterion. Knowing and Understanding Vocabulary and Content Usage Combined Vocabulary Usage Specific Content Usage Specific Thinking Critically Analysis Evidence Evaluation Investigating Process - Use of Valid Sources Concepts Inquiry Communicating Perspectives Presentation Organization [5]
Hoover High School Social Science Criterions: 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 have the opportunity to utilize to demonstrate proficiency of their level of understanding and application within each criterion. Knowing and Understanding Quiz Map Work Essay Essential Questions Vocabulary Thinking Critically Compare and Contrast Primary Source Analysis FRQ Free Response Questions DBQ Data Based Questions Investigating Portfolio Research Project Case Study Essay Essential Question Bibliography MLA Problem Based Learning Experiments Communicating Types of Writing: Reflective Informative Synthesizing Persuasive Opinion Evaluative Compare/Contrast Presentations: Oral Visual Written (see above for examples) ELL Areas of Communication Listening Speaking Reading Writing [6]
Improving Subject Proficiency: Make-Up Work Students will be given 2 days for each day missed to make up work. Make up time may not exceed 6 school days following the student s return. The time allowed for make-up work may be extended at the teacher s discretion. Full credit will be given for schoolwork made up because of absences. Missing & Late Work Late work will be accepted at a maximum of 70% of the original graded score. Late work may be turned in within 2 weeks of the end of the instructional unit in which it was given; after this two week period students may not make up any missing work. Retakes Formative and summative assessment retakes may be completed before/after school, during study hall, or during lunch, within 2 weeks of the end of the instructional unit for full credit. Extra Credit Extra credit is not given within the Hoover High School Social Science Department due to that within the standards-referenced grading system, students have the opportunity to complete and redo formative assessments in order to reach mastery of the standards prior to the summative assessment. Thus it is strongly encouraged that our students take advantage of the times available for additional assistance and completion of the formative work leading to the summative assessments. The building grading and feedback policy states that extra credit not count for more than 2% of a student s final grade and is given at the discretion and on the timeline established by the teacher in accordance with this department policy. Please see the building policy for full details Feedback Processes and Timelines: Learning objectives will be posted on the board or via PowerPoint each day. Formative assessments will be returned by the next class. Summative assessments will be returned within 1 week. Major projects will include a timeline for completion of steps. o Each item on the timeline will be returned by the next class. o The completed project will be returned within 1 week. The building policy sets parameters for the establishment of all department policies. [7]