| Q: Why don’t we have a chance to get a 4 on every assessment?
A: Sometimes, especially when you are learning new content, your teacher might give you assessments that ask you to recall information without applying the information at a deeper level. In that case, you would be able to earn only up to a 3. However, in subsequent assessments, your teacher will be giving you opportunities to demonstrate a higher level of critical thinking which would allow you to earn up to a 4 for most learning targets.
Q: Why should I try my best on my first effort, when I know I can have a second chance?
A: For an assessment to accurately demonstrate your achievement, you need to provide your best effort the first time. Reassessment does not mean simply taking the same test over. It means that you need to demonstrate that new learning has occurred before you are assessed again. We call this “proof of practice.” Completing "proof of practice" before a retake means more work for you! Also, the reassessment may sometimes be a different task than the original, for example, a project instead of a test.
Q: Why are we only allowed to do retakes on certain things?
A: Remember, you are demonstrating your new understanding, not simply retaking a test. You need to demonstrate that you’ve improved your understanding of a learning target before you try again, but that doesn’t necessarily mean a retest. If you don’t do well on an assessment, a teacher might give you a different method through which to demonstrate how well you understand the learning target.
Q: Why are there differences between teachers as far as what multiple opportunities mean?
A: Teachers are working together to provide you multiple opportunities to demonstrate your learning. There should be consistency between teachers of the same subject. However, because the nature of some subjects, you might see differences between them. For example, in Language Arts, you may hit many of the learning targets multiple times throughout the year. In Math, you might address a learning target during one marking period only. Therefore, the time frame during which multiple opportunities can be provided is quite different, which will affect what you see from different teachers.
~If you have questions related to your understanding of Standards-Based Learning and Reporting, send them to: leslie_lauretano@sumnersd.org
(Adapted from Quakertown Community School District, Philadelphia)
Standards-Based Grading and Reporting Committee
Vision Statement
We envision a student-friendly report card with clearly defined grade mark criteria that bridges elementary and high school grading formats. The report card will provide meaningful feedback so students can track their progress toward mastery, reflect on their strengths and weaknesses, and identify next steps for learning.
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