The primary purpose of evaluation is to determine the extent to which a student has achieved success in terms of course objectives. This level of achievement is to be determined through a systematic process and conveyed to the student and his/her parents in the form of a letter grade.
While grades do not normally reflect behavior, teachers are permitted to make a participation grade part of the overall grade and to take points away from this grade when the student disrupts the academic flow of the class or fails to bring needed materials to class. Grades also serve a diagnostic role. They may be the basis for recommending remedial work, evaluating the success of a curriculum, or determining those students ready for an accelerated program.
Grades determine the extent to which a student meets course objectives. Therefore, it is the teacher’s responsibility to state clearly those objectives at the beginning of the semester, in writing. The teacher defines the conditions that must be met by the student to receive a passing grade and what weight is assigned to teach component of the final grade (test, reports, homework, class performance, etc.). Course work assessment is an essential aspect of every course. Homework is assigned on a regular basis. Frequent assessment reduces subjectivity in grading.
When parents are concerned about the circumstances in which a particular grade was given, they should first talk directly to the teacher involved. If talking to the teacher does not clarify the situation to the parent’s satisfaction, then the grade level counselor should be contacted. If this does not clarify the situation to the parent’s satisfaction, the vice principal should be consulted. The grade given by a teacher may be challenged only on the possibility of inaccuracy in recording it. Any challenging of grades must be made within one week of the receipt of the grades.
The following scale will be used by all teachers in computing assignments, tests and report cards:
F 59 and below
Grades for Written Work
The following grading policy applies to research papers, essays, compositions and any other written assignments deemed applicable by instructors:
The A paper: excellent work
The A paper exceeds expectations and requirements, offering innovative analysis dynamically presented. Content and style manifest original thought, critically developed evidence and thorough evaluation of material. The A paper clearly demonstrates student mastery of the concepts addressed.
The B paper: very good work
The B paper meets expectations and requirements, offering solid analysis straightforwardly presented. Content and style show clear understanding, pertinent evidence and evaluation of material. The B paper demonstrates competent handling of the concepts addressed.
The C paper: acceptable work
The C paper addresses expectations and requirements, offering some analysis. Content and style show fair understanding, some evidence and evaluation of material. The C paper demonstrates a tenuous grasp of concepts addressed.
The D paper: work needs improvement
The D paper does not address expectations or requirements, offering little viable analysis. Content and style lack essential elements, showing no genuine understanding of material. Evidence and evaluation of material are either weak or non-existent. The D paper lacks key elements of concepts addressed.
The F paper: unacceptable work
The F paper fails to address expectations or requirements, offering no viable analysis. Content and style show no understanding of material, evidence or evaluation. The F paper indicates deficiency in the concepts addressed.