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(August 1, 2017) --
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An assessment is defined as any instrument that is able to indicate or provide feedback on student achievement or performance. The purpose of assessment may be summarized as follows:
While assessments will take many forms and types, they will be grouped under two broad categories.
Whenever a student learns new material, he or she needs time to practice and gain familiarity with the material. It is expected that the student will make mistakes during this learning process. Any work done during this learning period is considered formative. The purpose of a formative assessment is not to judge a student’s final competency on a topic or unit, but to evaluate where he or she is in the learning process, diagnose any problems, and motivate and help the student learn the material. Formative assessments also inform the teacher of learning areas that may need reinforcement or re-teaching.
After a student has had sufficient instruction and practice on a topic, including assessments of a formative nature, it is then reasonable to judge mastery of understanding, content or skills. The purpose of a summative assessment is to evaluate how well a student knows and understands the material after sufficient engagement and practice with it.
Assessments are Formative or Summative based on their intended use and purpose and not by form. A quiz for example, may be formative if the teacher is having the students use new concepts to ascertain their level of understanding. A quiz would be a summative assessment if used at the end of a learning section or curriculum chunk after the students have had adequate instruction and practice. In the same way a trial test is formative, while an end of chapter test is summative. Projects contain both formative and summative elements. They include the ongoing nature of practice, reflective thinking and reworking, before the final summative rendition. Homework is mainly formative in nature as students get familiar with or reinforce what was learned in the classroom
A grade is a recorded score derived from an assessment or assessments. The purpose of grades may be summarized as follows:
In order to represent an accurate measure of what a student knows, understands and is able to do, the academic semester grade needs to be based primarily on work that is evaluated for appropriate content, understanding and correctness, at a time when the student has had sufficient instruction and practice to be responsible for the material. Summative assessments will therefore be the primary constituent of the semester grade. They will account for no less than 80% of the semester grade. Formative assessments will account for no more than 20% of the semester grade.
No behavior and conduct attributes will be included in the academic grade.
Individual assignments will be either assessed traditionally using the 50-100 point scale, or by using a guiding rubric with the following generic performance descriptors.
In addition to a proficient performance, depending on context, the student provides evidence of one or more of the following:
Accorded a student whose performance meets the level below but falls short of the next level.
The student shows clear understanding and meets the target learning standards or expectations. Errors, if any, are minor and do not detract from evidence of proficiency.
The student is close to meeting the target standards or expectations but there are errors or omissions that detract from clear evidence of proficiency.
The student is just beginning to address the basic ideas of the target standards and expectations.
The student is unable to provide any evidence of addressing the standards or expectations.
*An exemplary performance without any errors and with complete information/evidence is accorded a rubric score of 100
At the end of the semester, a semester grade is awarded. The grade is matched to the table below for a final letter grade and the awarding of corresponding quality/grade points (if applicable).
90 - 100
80 - 89
70 - 79
60 - 69
50 - 59
The semester grade is calculated from the semester assessments (80%) and the semester exam (20%). Because semester exams represent a comprehensive understanding of the course material, they play the following additional role in determining the final semester grade.
A semester exam grade of one or two letter grades above the student’s semester grade prior to the exam, will improve overall achievement by one letter grade. E.g. a student with a grade of C going into the semester exam who receives a B or an A on the exam will receive a B for the semester.
Revised: for 2017-2018 SY
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