Grading Using Standards-Based Learning

Purpose of Standards-Based Reporting

The primary purpose of reporting on standards in the Center Point-Urbana Middle School is to

  • communicate achievement status of standards to students, parents, and others.
  • report separately responsibility, organization, and other citizenship skills.

Secondary purposes of reporting on standards include:

  • providing feedback to students for growth.
  • encouraging student progress.
  • self-monitoring of learning.

Foundational Practices of Standards-Based Reporting

  • Practice, in or out of the classroom, is important for the understanding of standards. The purpose of practice is so that on an assessment the student can show that he/she understands a standard.  Students are expected to complete practice with integrity. Practice assignments will not be included as part of the final report.
  • Grades will be based on what the student is able to show he/she has learned. Therefore, extra credit will not be given at any time.
  • Students will be allowed multiple opportunities to demonstrate their level of understanding of classroom standards in various ways. Re-assessments will be allowed for assessments. If a standard is going to be assessed again later in the grading period, that will be considered their re-assessment.  Each teacher will have an insurance (re-assessment) policy.  All students may re-assess and will earn the most recent score.

Scale for Reporting Achievement on a Standard

Proficiency with the standard
Demonstrates thorough understanding of a grade level standard and can apply itDemonstrates understanding of the grade level standardDemonstrates partial understanding of the grade level standard.With Help . . . Demonstrates minimal understanding of grade level standard.

Scale for Standards: 21st Century Skills

  • Student actively engages in learning.
  • Student treats others with respect. Some examples may include being trustworthy, respectful, responsible, fair, caring, positive and upstanding citizens
Does all of the timeDoes most of the timeDoes some of the timeDoesn’t Do Enough