Grading Communication Plan
Teacher Involvement in Grading
In the grading process, I will:
- Use a 4-point grading scale to present each student with an appropriate, as objective-as-possible measure of student learning.
- Grade work quickly and return it to students for self-reflection and correction. Assignments will be returned to their individual mailboxes (See Procedures).
- Use assessment blueprints to gather useful data from grades.
- Take gathered data into account, adapting grading and instructional practices according to evidence gathered.
- Communicate grades to students, parents, school officials, and other involved stakeholders in effective ways.
Student Involvement in Grading
Students will:
- Chart their grade progress in a chart they will tape to the inside of their homework folders (See Procedures) in order to track their own progress. The form students will use to track their progress is similar to this one created by Robert Marzano (2009). For an example of a completed form, click here.
- Students will have the chance to redo formative assessments with low scores as they become more proficient on certain standards. In order to redo an assessment, students will turn in a completed Redo Request. A Redo Request will be granted as long as I feel the student is prepared to improve on this new assessment. If students have not made progress since the first assessment, I will continue to work with them on the standard until I feel they are prepared to improve on the assessment. In some cases, I will require students to redo assignments after further instruction if there is not another formative assessment planned on the same standard.
Communicating Grades with Stakeholders
Students
- I will communicate with my students through personal verbal interaction as well as written comments. Rather than simply placing a grade on completed assignments, I will include valuable feedback on all work that has been turned in, and will return the work to the students. These comments will help students succeed on a redo of the assignment or on another similar assessment.
- I will hold conferences with individual students twice a month during center time. During these conferences, the student and I will review important assignments and discuss areas he/she is excelling in as well as areas where he/she could improve. Students will also have the opportunity during conference time to discuss with me if they feel differently about a certain grade they should have received than I do. I will listen and we will discuss a reasonable solution.
Parents
- I will hold student-led conferences with parents twice a semester.
- I will send report cards out to parents once each quarter and progress reports out once each month. These documents will include not only the student’s grade, but also specific comments about how the student has been improving and/or struggling academically.
- I will develop and maintain a class website which will give parents access to student grades and progress charts. (For an example of a similar website, click here.)
- I will keep in contact with parents via email and phone calls letting them know of academic achievements and struggles, as well as specific ways they can help.
Other Teachers
- I will be a part of a Professional Learning Community (PLC) with other grade-level teachers. This PLC will meet every other week to discuss and evaluate instructional practices, grade trends, and data that has been gathered.
- I will use information gathered from other teachers in my PLC to improve upon my own grading practices.
Principal and Other School Administration
- I will submit my grading scales to the principal at the beginning of the year and receive approval for their use.
- I will keep the school administration up to date on grading trends in my classroom through monthly submission of my electronic grade book.
- I will abide by any school-wide grading policies, adapting my own grading policies as necessary.
In the grading process, I will:
- Use a 4-point grading scale to present each student with an appropriate, as objective-as-possible measure of student learning.
- Grade work quickly and return it to students for self-reflection and correction. Assignments will be returned to their individual mailboxes (See Procedures).
- Use assessment blueprints to gather useful data from grades.
- Take gathered data into account, adapting grading and instructional practices according to evidence gathered.
- Communicate grades to students, parents, school officials, and other involved stakeholders in effective ways.
Student Involvement in Grading
Students will:
- Chart their grade progress in a chart they will tape to the inside of their homework folders (See Procedures) in order to track their own progress. The form students will use to track their progress is similar to this one created by Robert Marzano (2009). For an example of a completed form, click here.
- Students will have the chance to redo formative assessments with low scores as they become more proficient on certain standards. In order to redo an assessment, students will turn in a completed Redo Request. A Redo Request will be granted as long as I feel the student is prepared to improve on this new assessment. If students have not made progress since the first assessment, I will continue to work with them on the standard until I feel they are prepared to improve on the assessment. In some cases, I will require students to redo assignments after further instruction if there is not another formative assessment planned on the same standard.
Communicating Grades with Stakeholders
Students
- I will communicate with my students through personal verbal interaction as well as written comments. Rather than simply placing a grade on completed assignments, I will include valuable feedback on all work that has been turned in, and will return the work to the students. These comments will help students succeed on a redo of the assignment or on another similar assessment.
- I will hold conferences with individual students twice a month during center time. During these conferences, the student and I will review important assignments and discuss areas he/she is excelling in as well as areas where he/she could improve. Students will also have the opportunity during conference time to discuss with me if they feel differently about a certain grade they should have received than I do. I will listen and we will discuss a reasonable solution.
Parents
- I will hold student-led conferences with parents twice a semester.
- I will send report cards out to parents once each quarter and progress reports out once each month. These documents will include not only the student’s grade, but also specific comments about how the student has been improving and/or struggling academically.
- I will develop and maintain a class website which will give parents access to student grades and progress charts. (For an example of a similar website, click here.)
- I will keep in contact with parents via email and phone calls letting them know of academic achievements and struggles, as well as specific ways they can help.
Other Teachers
- I will be a part of a Professional Learning Community (PLC) with other grade-level teachers. This PLC will meet every other week to discuss and evaluate instructional practices, grade trends, and data that has been gathered.
- I will use information gathered from other teachers in my PLC to improve upon my own grading practices.
Principal and Other School Administration
- I will submit my grading scales to the principal at the beginning of the year and receive approval for their use.
- I will keep the school administration up to date on grading trends in my classroom through monthly submission of my electronic grade book.
- I will abide by any school-wide grading policies, adapting my own grading policies as necessary.