Grading Policy & Philosophy
Basic Guidelines for how I grade
To Support Learning & To Encourage Student Success
1. My grading procedures are related to the stated learning goals (i.e. the classical language learning standards), not to various methods of recording work (i.e. HW, quizzes, tests, effort, participation).
2. I use criterion-referenced performance standards as reference points to determine grades. (i.e. using a rubric to determine levels of proficiency not a mathematical formula)
Items that are not performance-based (such as skill-building activities) will not be used for grading and may be reported separately!
3. Grades are limited to individual achievement (not a group).
4. I keep samples of student performance (portfolio) – I do not include all scores in grades.
5. I grade “in pencil” – i.e. I keep records so they can be updated easily based on new information. Students are given multiple opportunities (and encouraged) to improve their performances if they fall below the standard that is set.
6. I DO NOT crunch numbers! It’s about performance, not percentages!
7. I use assessment(s) that are aligned with the learning goals and I maintain recorded evidence of student achievement. (i.e. I don’t have them practice one way, then test another/different way)
8. I discuss and involve students in the assessment process as much as possible, including grading, throughout the teaching/learning process.
Click the link below to get a PDF version of my grading philosophy and performance rubric.