BHS ASL Instructional Guide

Canyons School District

Instructional Supports Department

BEST PRACTICES IN GRADING Secondary Evidence-based Grading Practices

Critical Actions for Educators —-------------------------- ● Communicate student performance in relation to grade level standard. ● Allow students multiple opportunities to show mastery. ● Give students adequate time to practice new skills.

A standards-based approach to reporting achievement communicates precisely how students are performing in the

school setting on specifc academic and behavioral standards in order to guide key stakeholders (students, parents, teachers, and principals) in making important educational decisions.

The tables below outline a few standards-based approaches to grading and specifcally detail evidence-based practices for grade reporting, deadlines and late work, retakes and practice work.

Grade Reporting

The purpose of the report is to accurately communicate with parents and students the academic achievements, process of learning, and rate of progress towards mastering standards. It is intended to convey information about what students know and can do in regards to the reporting standards . ● Backward design of standards that considers expected outcomes and success criteria, as well as standards-based assessment opportunities to inform future teaching and learning ● 3, 2, 1 scoring to communicate level of mastery ● Accurate and ongoing record keeping (use of electronic Gradebook)

Purpose

Practices

Expected Best Practices

Outdated Practices

● Scoring comes from demonstrated mastery of standards. ● Multiple lines of evidence are used to determine level of mastery. ● Behavioral grades are assigned separately as Learning Skills that incorporate work completion, attendance, and participation.

● Penalizing students for class participation, late work, class behavior, etc. ● Basing mastery on a single line of evidence

Implementation Standards