• ASSESSMENT AND REPORTING OF STUDENT PROGRESS MIDDLE SCHOOL

    STUDENT ASSESSMENT

    Achievement grades should be fairly determined from a wide variety of information. Teachers will utilize various assessment methods appropriate to the student’s grade level and subject area when determining grades. Class participation, daily grades, homework, teacher-made and commercially prepared tests/quizzes, textbook exams, reports, research or special projects, quizzes, journals, logs, performance tests such as vocation related tasks, checklists and criteria which measure delivery of a speech, a musical presentation, or written work are examples of student assessments which are used to measure attainment of specific course objectives.

    Instruction and resulting assessments are most effective when students and parents are aware of course objectives and assessment methods. Teachers will provide a course syllabus to each student at the beginning of the course, prior to beginning instruction.

    Classroom instruction and assessments are based on the prescribed curriculum provided by the Alabama State Course of Study for each subject. Teachers will follow county-developed curriculum guides and pacing guides in order to ensure that Course of Study standards and objectives are taught and assessed. Teachers are also expected to use the results of classroom assessments and common assessments to determine the effectiveness of instructional strategies with regard to student learning and achievement. 

    GRADING AND REPORTING STUDENT PROGRESS
    Grades are a means of evaluating and reporting student progress to parents and students and should also be used to assist educators in monitoring the effectiveness of the instructional program. Grades should serve as a positive influence in motivating students to achieve their personal best. Because of these important factors, the grading process should be valid, constructive, fair, and objective. The grading process should be clear and easily communicated to students and their parents through course syllabi. Grades should honestly and realistically indicate the strengths and weaknesses of student performance based on Course of Study standards and objectives. 
     

    Incomplete Work and Extra Credit

    • Students who fail to complete work, reports, tests, examinations, assignments, etc., may be awarded an Incomplete “I” = Pending Credit.

    • Students will not be given a grade for a course until all incomplete work is made up. Partial credit will be awarded when incomplete assignments are made up within a pre-established period of time.

    • For each excused absence, students are allowed three days to make-up work for full credit.

    • Students who are absent for extended periods of time and whose absences are excused will be given the opportunity to make up work for full credit and have an “I” changed to a grade.

    • Students receiving an “I” for a grading period have two weeks from the end of that grading period to convert the “incomplete” mark to an earned grade, unless the principal decides extenuating circumstances exist.

      NOTE:

      Modified grades may only be derived for students who have an Individualized Education Program (IEP) or Individual English Language Plan (I-ELP). 

    BASIS FOR MEASUREMENT
    Grades measure academic performance relative to curriculum standards and objectives and reflect what the student has learned. Grades do not measure potential, classroom behavior, or social performance. The Alabama State Courses of Study provide the basis for curriculum standards and objectives in all subjects taught in Baldwin County Public Schools (objectives based on individual student need are provided in programs such as Special Education). PROFESSIONAL RESPONSIBILITIES Grades reflect a teacher’s professional judgment of student achievement. The various assessment methods employed in evaluations are factors that influence such judgment and should be reflected in the teacher’s evaluation design for the course as outlined in the course syllabus. Teachers are responsible for clearly communicating assessment and grading procedures at the beginning of the course.  
     

    REQUIRED MIDDLE SCHOOL GRADING FORMAT

    The following grading format allows teachers of core courses and electives to define how much each type of activity (category) will count in terms of percentage in the overall grade average.

    percentages

    The following should be considered when determining final course grades:

    • Grades reflect student mastery of course standards and objectives.

    • Grades do not reflect compliant behavior.

    • Homework enhances classroom learning through practice of what is

      taught.

    • Homework does not determine pass/fail.

    • Because of the use of the grade of an “I” or “incomplete” no extra

      credit shall be awarded.

    • Formative assessments are given frequently to monitor student

      understanding of what is taught.