• standards-referenced grading

    Grading and Reporting

    By grading differently it allows students to:

    1. Increase confidence and self-efficacy
    2. Increase motivation to learn
    3. See progress and growth in their learning
    4. Build stamina as course work rigor increases
    5. Perservere through challenging learning
    6. Know what their strengths are and areas needing improvement
    7. Partner with their instructor on their learning needs
    8. Improve and succeed at higher levels
    9. Self-assess and set goals for their learning
    10. Know and articulate the learning targets and goals in a course
    11. Create leverage and readiness for learning at the next level or in the next course
    12. Use the feedback from the instructor to demonstrate increased learning the next time they are assessed

     


    COMMUNICATION FROM TEACHERS

    Teachers must follow a set of fair and consistent practices for the Ankeny district that strive to communicate clearly about student achievement of district Grade Level Standards. Further, since clear communication is critical, at the beginning of each year (elementary) or each course (secondary), teachers will communicate to students and parents the expectations and procedures for grading and reporting.

    Teachers in Ankeny will report to parents separately the behavioral skills and dispositions each student possesses as a learner. The learner profile will reflect effort, participation, and behavior.


    GRADING AND REPORTING BELIEFS

    The School Board recognizes and supports a system in which school personnel report student progress. An effective system:

    1. Communicates student progress toward end-of-year grade level/course standards (learning expectations).
    2. Helps the parent/guardian have a better understanding of the District's standards and grade level expectations.
    3. Provides student opportunities to self-reflect, self-assess, and set goals to obtain mastery of end-of-year standards.
    4. Communicates with the parent/guardian about instructions designed to provide more intensified supplemental and intensive support differentiated to meet student learning needs.
    5. Designed to assist students, their parent/guardian, and school in working collaboratively for the welfare of the students.