Grading Practices
At Highland Middle School, our grading practices are the result of thoughtful collaboration among staff, informed by the latest educational research to provide a balanced and comprehensive picture of student achievement. Building on the insights of leading educational researchers, our staff collaborated to develop grading systems that foster student growth, guide instruction, and clearly convey academic progress. Through a combination of assessments, practice, and classroom activities, we strive to offer an accurate reflection of student progress and learning while continually refining our approach based on ongoing discussions and development.
Assessment Definition
Assessment serves as the cornerstone of evaluating student learning at Highland. In collaboration, our staff determined that the best approach includes both formative and summative assessments, reflecting Guskey’s (2003) findings that these components guide instruction and provide meaningful feedback to students. Throughout the year, our teachers regularly come together to discuss assessment strategies, review student data, and align on best practices to ensure consistency and fairness.
In our classrooms, assessment methods include observations, questioning, work reviews, tests, and performance-based tasks. Larger-scale district and state assessments complement this, measuring student performance against state standards. As noted by Brookhart (2017), no single type of assessment can provide a full picture of student achievement, which is why we use a combination of methods to build a more comprehensive learning profile. Through our collaborative efforts, we ensure that assessments not only measure progress but also guide instructional improvements and adjustments to resources.
Practice Definition
The staff at Highland has also worked together to define the role of practice in student learning. Marzano (2017) emphasizes that practice is key to building fluency and transferring skills, while Guskey (2015) stresses that it should include opportunities for feedback. Our teachers collaboratively designed practice activities—such as homework, in-class tasks, and projects—that allow students to reinforce and apply new knowledge in a variety of contexts.
Through collaboration, we ensure that practice activities are evaluated based on a combination of completion, effort, and accuracy, which contributes to a well-rounded understanding of student development. Brookhart’s (2017) research highlights the importance of practice in enhancing understanding and proficiency, and our ongoing discussions have allowed us to continually adjust these tasks to support student success more effectively.
Subject-Specific Grading Practices
Highland Middle School’s subject-specific grading practices were developed through teamwork and shared expertise among teachers. By combining research and the experience of our staff, we have created grading policies that are fair, consistent, and supportive of student learning across all subjects.
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6th Grade: 60% assessment, 40% practice.
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7th Grade: 70% assessment, 30% practice.
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8th Grade: 80% assessment, 20% practice.
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Retakes Eligibility:
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All work for the unit must be turned in.
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Correction Form completed correctly.
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Students have 1 week to complete the process.
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Students take a new form of the test to earn up to half their points back.
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6th Grade: 60% assessment, 40% practice.
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7th Grade: 70% assessment, 30% practice.
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8th Grade: 80% assessment, 20% practice.
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Late work accepted for partial credit until the end of the unit.
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6th Grade: 60% Assessments, 40% Practice/Classwork
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7th Grade: 70% Assessments, 30% Practice/Classwork
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8th Grade: 80% Assessments, 20% Practice/Classwork
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Categories in PowerSchool:
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Homework
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Classwork
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Test
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Quiz
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Writing
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Projects
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Within assignments in PowerSchool, teachers include descriptors such as writing, grammar, literature/novels, vocabulary/Greek and Latin stems, and speaking/listening.
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6th Grade: 70% assessment, 30% practice.
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7th Grade: 75% assessment, 25% practice.
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8th Grade: 80% assessment, 20% practice.
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Retakes are allowed, and late work is accepted.
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6th Grade: 60% assessment, 40% practice.
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7th Grade: 70% assessment, 30% practice.
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8th Grade: 80% assessment, 20% practice.
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Performance Evaluation: Determined by efficiency, achievements, and on-task behaviors, focused on enhancing skill set development.
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Skill Set Evaluation: Assessed through progressive learning and accumulated knowledge.
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Daily Grading System: Based on a daily 5-point system for participation, effort, and behavior. Grades reflect student engagement and adherence to class expectations.
Our grading practices at Highland Middle School reflect the result of collaboration among staff and are grounded in current research. By engaging in ongoing discussions, refining practices, and collectively implementing these strategies, we have built a grading system that supports student growth, provides clarity in academic performance, and equips teachers to tailor instruction to meet student needs. Our collaborative approach ensures that our grading practices continue to evolve and improve, supporting the success of every student.
References:-
Brookhart, S. M. (2017). How to Use Grading to Improve Learning. ASCD.
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Guskey, T. R. (2003). How Classroom Assessments Improve Learning. Educational Leadership, 60(5), 6–11.
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Guskey, T. R. (2015). On Your Mark: Challenging the Conventions of Grading and Reporting. Solution Tree Press.
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Marzano, R. J. (2006). Classroom Assessment and Grading That Work. ASCD.
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Marzano, R. J. (2017). The New Art and Science of Teaching. Solution Tree Press.