Grading Policy

Last Updated: 5/3/2018 9:13 PM

Fifteen Fixes for Broken Grades


Fixes for Practices that Distort Achievement
Fix 1: Don't include Student behaviors (effort, participation, adherence to class rules, etc) in grades; include only achievements
Fix 2: Don't reduce marks on "work" submitted late; provide support for the learner
Fix 3: Don't give points for extra credit or use bonus points; seek only evidence that more work has resulted in a highter level of achievement
Fix 4: Don't punish academic dishonesty with reduced grades; apply other consequences and reasses to determine actual level of achievement
Fix 5: Don't consider attendance in grade determiniation; report absences separetly
Fix 6: Don't include group scores in grades; use only individual achievement evidence
Fixes for Low-Quality or Poorly Organized Evidence
Fix 7: Don't organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals
Fix 8: Don't assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations
Fix 9: Don't assign grades based on student's achievement compared to other students; compare each student's performance to preset standards
Fix 10: Don't rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments


Fixes for Inappropriate Grade Calculation
Fix 11: Don't rely only on the mean; consider other measures of measures of central tendency and use professional judgment
Fix 12: Don't include zeros in grade determination when evidence is missing or as punishment; use alternatives, such as reassessing to determine real achievement or use "I" for Incomplete or Insufficient Evidence


Fixes to Support Learning
Fix 13: Don't use information from formative assessments and practice to determine grades; us only summative evidence
Fix 14: Don't summarize evidence accumulated over time when learning is development and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement
Fix 15: Don't leave students out of the grading process. Involve students; they can and should play key roles in assessment and grading and promote achievement

A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O'Connor


Hawthorne Grading Policies & Guidelines

  1. No more than 20% of a student's grade in a course may be derived from practice/learning/homework, or other formative activities.
  2. Conversely, no less than 80% of a student's grade in a course may be derived from summative assessment activities (tests, quizzes, performance tasks, final projects).
  3. Grades in Infinite Campus must be derived from assessments and learning activities mentioned in #1 and #2. No extra credit for turning in permission slips, Kleenex, etc. Grades for behavior will not be assigned.
  4. Full credit is granted for late work. We are grading student's understanding of standards, not punctuality.
  5. A student who cheats on a test will have the opportunity to re-take the test, and be given a consequence for academic dishonesty.
  6. Students earning less than a passing grade on an assignment/test will be allowed the opportunity to redo an assignment/test, and teacher may, at his/her discretion, make alternative arrangements so long as they do not unduly penalize the student.
  7. It is up to the teacher as to how many times a student will be allowed to retake a test, and when/where.
  8. Students who score less than passing on an assessment will be given oportunities to reake the assessment for a passing grade. Prior to retake a test, teac cher will provide re-teaching as needed, assign ASA, or additikonal practice tasks for the student.
  9. Before retaking an assessment, students mus show teacher evidence of practice/study/homework completion before retaking the test/assessment. Oly the highest test score will be factored into the course grade. Teachers may give the student an alternative test to retake, if necessary.
  10. Teacher will use discretion and good judgement that is in the best interest of the student and his/her learning when making decisions redarding make-up work/test retakes, etc.
  11. Teacher will keep Infinite Campus updated weekly so parents have access to timely and accurate information regarding student learning and their progress toward learning.
  12. Teacher will stay in close communication with parents with regard to student performance as needed.