Grading, Reporting, and Assessment
We provide reports to parents six times each year. Our mid-trimester reports are online progress checks. At the end of each trimester, teachers award final grades for the trimester and include a comment for every student. These reports are printed and sent home. Final trimester grades are recorded on the students’ transcripts. Grade calculations start afresh every trimester. There is no yearly grade given.
Achievement: Student learning is reported by percentage or E, S, or N, and can be understood as follows:
90-100% The student consistently exhibits advanced understanding of grade level concepts as demonstrated by a body of evidence that goes beyond familiar contexts. The student is able to make in-depth inferences and applications in creative and unfamiliar contexts.
80-89% The student exhibits a good understanding of grade level concepts, with no major errors or omissions and provides evidence of understanding in familiar contexts.
70-79% The student usually meets but sometimes performs just below grade level expectations as demonstrated by a body of evidence that shows some understanding and application of grade level concepts.
60-69% The student has not met grade level expectations, and exhibits limited understanding of grade level content.
59% and below. The student has not met grade level expectations and exhibits very little understanding of grade level content.
E = Exceeds Expectations - The student consistently exhibits an advanced understanding of grade level expectations as demonstrated by a body of evidence that shows in-depth knowledge and flexible application of grade level concepts.
S = Satisfactorily Meets Expectations - The student meets grade level expectations as demonstrated by a body of evidence that shows independent understanding and application of grade level concepts.
N = Needs Improvement - The student usually meets but sometimes performs below grade level expectations as demonstrated by a body of evidence that shows incomplete/inconsistent understanding and application of grade level concepts.
N/A= Not Applicable - Encore, Flex 6, Learning Lab, and Advisory classes do not receive an Achievement grade.
4 = student CONSISTENTLY demonstrates the criteria
3 = student OFTEN demonstrates the criteria
2 = student SOMETIMES demonstrates the criteria
1 = student RARELY demonstrates the criteria
The following criteria comprise the citizenship grade:
Attitude: a positive, responsible, and respectful contributor; a learner who uses constructive feedback to improve; a leader who takes initiative and helps to build a positive classroom community; someone who regularly demonstrates the Christ-like attitudes and strives to be inclusive.
Preparedness: a punctual student; one who has proper materials; follows up appropriately after an absence; completes homework; is organized, and demonstrates good time management.
Participation: productively engaged in class; someone who seeks clarification when needed; uses time wisely, follows directions, and exercises self-control.
|Learning and Innovation Skills||Information Media and Technical Skills||Life and Career Skills||Spiritual Skills|
At SFS MS we believe assessment should:
be of, as, and for learning – the central purpose being to improve and enhance student learning.
As such, assessments of learning are usually summative in nature and include the pragmatic realities of reporting student progress and performance to students and their parents as well as eventually to universities. These assessments might be used at the beginning of a unit of study to determine baseline knowledge (e.g. in a diagnostic sense), or used at the end of a unit of study to formally evaluate student understanding.
Assessments of learning also include other non-curricular forms of assessment, such as standardized tests, that may provide, in addition to diagnostic advantages, an opportunity for students to learn how to manage themselves in testing situations--a practical enhancement of their overall learning. These assessments measure learning that has already taken place. (Note: MAP tests often fall into both the categories of learning and for learning.)
Assessments as learning are linked to self-assessment and are student directed. Students are involved in the assessment process, including goal setting and assessing their own work. They are given opportunities to self-reflect, self-monitor, and self-adjust. Assessment as learning in middle school is often evidenced in student electronic learning portfolios.
Assessments for learning are more formative in nature and help teachers and students assess needs as students strive to attain achievement targets that underpin the SFS academic standards. Such assessments diagnose needs or help students see improvement and are part of the learning process.
reflect the attainment of established standards and benchmarks.
The assessments used will reflect mastery of the standards and benchmarks as published in the written SFS curriculum. The SFS Essential Competencies are integrated into formative and summative assessments as appropriate.
be varied and balanced.
A variety of assessment tools are used (e.g. portfolios, reflective student journals, anecdotal records, oral and written quizzes and tests, and rubrics).
There is a balance of assessment types; they are performance based when appropriate, contextualized, and apply knowledge and skills to a variety of situations (e.g. production or performance, speech, project, presentation, essay, objective and subjective responses – as in traditional tests)
be clear and transparent.
Students know what is being assessed and how to be successful; subject matter content knowledge to be mastered is presented orally, in writing, and/or modeled through the use of quality student samples.
Assessments use clear criteria; performance skills and product attributes are clearly defined.
When possible, assessments incorporate common language to communicate consistent expectations across subjects.
Students are actively involved in their own assessment.
Students purposefully communicate with others about their achievement status and improvement.
serve to modify instruction.
Instruction for students may need to be differentiated in content, process, or product, allowing all students to achieve and demonstrate understanding of the material presented.
Instruction may need to be altered when results of the assessment disclose some misunderstanding(s), or lack appropriate depth or mastery as a result of the instruction.
Instruction may need adjustment to increase student motivation or in order to build confidence and success toward achieving ultimate standards and benchmarks.
provide timely feedback.
Verbal and/or written feedback will be provided to students as soon as possible after a formal assessment takes place.
Feedback, whether based on formative or summative assessments, will be frequent and descriptive to build confidence and success.
Parents will receive feedback during regular reporting periods in addition to extra feedback on an "as needed" basis.
be valid and reliable.
An assessment is valid if it measures what it intended to measure.
An assessment is reliable if the results are accurate and consistently measure particular student knowledge and/or skills.