Grading Practices

Dear Parents and Students,

The SJH English department uses a standard based grading system. Standard-Based Grading communicates how students are performing on a set of clearly defined learning targets called standards. The purpose of Standard-Based Grading is to identify what a student knows, or is able to do, in relation to pre-established learning targets, as opposed to simply averaging grades/scores over the course of a grading period, which can mask what a student has learned, or not learned. (lincoln.kyschools.us)

Please read below for more information on how the Syracuse Junior High English Department incorporates Standard-Based Grading this.

Traditional Grading System vs Standards Based Grading Systems at a Glance

Traditional Grading System	Standards-Based Grading System
An emphasis on averaging a percentage score over the grading period to give you a percentage score out of 100 points. A student who struggles at the beginning of the quarter (when new concepts and skills are introduced) may never earn back enough points to give an accurate reflection of what he or she knows at the end. On the other hand, a student may have earned enough points early in the quarter to not give his or her best effort on a quarter final and still receive a high score.	An emphasis on looking at most recent evidence of student work to provide you with a letter grade. A student who struggles with a skill early in the quarter but has mastered the skill at the end is rewarded. Earlier struggles with the skill don’t punish the student if he or she learns it by the end. As the grade is a continuous reflection of what the student presently knows, the emphasis is always on trying one’s best.
Scores on quizzes, tests, and projects out of 100 points. The idea being that the percentage gives the student and parent an accurate representation of what a student knows. But can a student, parent, or teacher decipher the difference between an 83% and an 84% as a reflection of what a student knows?	Scores on assessments are given on a 4-point scale. With four standard deviations between scores, compared to one hundred, the chances that more than one teacher could measure the student’s understanding on a 4-point scale (with a clearly defined performance rubric) and come to the same result, as opposed to scoring the same student on a 100-point scale.
Often points are taken off for late work (even if the completed work shows mastery of the skill), and compliance factors such as behavior can be a large part of the score.	No points are taken off for late work. The greatest emphasis of the grade is what the student shows he or she knows on in-class tests and performance assessments. However, late work can affect students’ citizenship grades.
Students struggling to earn the grade they want may ask to do extra credit work to earn the points needed to get the percentage for the desired final grade.	Students may ask to revise or retake certain assessments to show growth in a deficient skill. The conversation shifts from “I need to get five more points on this assignment to get an ‘A.’ Can I do test corrections?” to a conversation where students say,“ It looks like I am still struggling with the skill of creating a quality thesis statement. Can I get some extra help and try this again once I’ve learned it?”
Student Example Grades 100 85 70 0 Average = 64% or “D” Not an accurate representation of what the student knows and is able to do.	Student Example Grades 2 2 3 3 4 Score of 2.8 or a “C” Clearer representation of what the student knows and is able to do.

The following rubric is used in English at Syracuse Junior High to demonstrate students’ understanding.

Syracuse Junior High English Grading Rubric
Proficiency Level	(0) No Evidence	(1) Minimal	(2) Approaching	(3) Proficient	(4) Mastery
Description	Little or no work submitted to show evidence of learning	Demonstrates significant gaps in understanding standard	Emergent understanding of standard with several gaps	Meaningful understanding of the assessed standard with minor errors	Complete understanding of standard with ability to apply the standard with consistency
Traditional Grade	F/I	D-, D, D+	C-, C, C+, B-	B, B+, A-	A
GPA Comparison	0 - .6	.7 – 1.6	1.7 - 2.9	3 - 3.7	3.8 - 4

To ensure student learning on priority standards, extra-credit is not offered.

For additional reading, read Grading from the Inside Out by Tom Schimmer.

Some explanations on this letter were taken from: Lincoln School Files Links to an external site.

Thank you for your support,

SJH English Teachers