MVMMS Assessment Grading Procedures
Purpose of Grading Assessments:
The purpose of grading is to provide feedback to a student regarding how they have performed relative to the stated standards or objectives. Grades are intended to inform students and parents about learning process, academic progress and to identify areas in need of improvement.
- An assessment of a student’s performance should reflect his/her authentic learning.
- Assessments can take many forms (traditional tests, projects, papers, performance tasks, etc.) and often serve varying purposes. Formative assessments help inform both the teacher and the student about their demonstrated learning. Summative assessments give a broad look at learning a large body of content or accumulated skills.
- Students demonstrate mastery of a concept or proficiency with a skill at different rates and at different times.
- Students should have the opportunity to demonstrate mastery of a concept or skill when they are ready.
- In life, we frequently have opportunities to correct or redo important tests or projects.
- This common procedure adopted by all teaching staff in the school helps to provide consistency in grading practices and encourages students, parents and staff to focus on learning through perseverance rather than a focus on grades.
What is gained from common procedures:
- Motivate students to continue to engage in learning concepts and developing skills
- Allow students who learn at different paces to demonstrate what they have learned
- Have students develop perseverance and see the benefits
- Consistent expectations provides equal access and understanding to all students
The Practice – Assessment Corrections/Redos:
- A student will be provided with an opportunity to redo an assessment for a new grade that replaces the former grade. Such redos must be completed and submitted to the teacher within ten (10) school days of the original assessment date.
- A student can do “test corrections” of larger assessments where the student corrects only the questions they did not get correct. Such “test corrections” must be completed and submitted to the teacher within ten (10) school days of receiving the original assessment back from the teacher.
- It is the teacher’s discretion if an assessment can be improved with “test corrections” or is more complex and interwoven that a “redo” is the manner in which a student can show mastery.
- In order to be allowed to complete a redo or partake in assessment corrections, a student must demonstrate they have spent additional time working to re-learn the concept or skill assessed. This can take many forms and is left up to teacher discretion on what would need to be done but it is outlined by completing a Request to Retest – Learning Plan which will serve as the “agreement” between the teacher and student. In the learning plan some examples of actions could include: coming for extra help, revising or creating a new study guide, watching online videos, reading additional texts, participating in a peer study group, etc.
- Comparable assessments could be used for redos when a multiple choice assessment was used originally.
- A student grade on a redo or after corrections becomes the new grade, replacing the previous one.
- District wide assessments such as the Mid Year Exams, Trimester Exams and Final Exams, along with any pre-assessments are excluded from corrections and redos to change the initial grade. These assessments are largely for data analysis.
- Corrections and redos may also be restricted by the teacher in the week before grades closing.
- It is the teacher’s discretion for when the corrections or redos can be completed. Options include: during after school extra help time, during extended team time, at home (depending on the type of assessment), or class time if the structure exists.
- Any student may work to improve their grade through corrections and redos regardless of their initial grade, so long as they meet the conditions outlined above.