Grading and Assessment
- Standards-Based Grading Beliefs
- Standards-Based Grading Practices
- Honors Course Guidelines
BHHS teachers who use Standards-Based Grading believe that:
- all scored tasks will correlate to one or more of the assessment criteria rubrics;
- students will be well-informed (i.e. feedback, knowing the standard, self assessing their learning, etc.) prior to receiving a summative grade;
- they will stay true to the appropriate rubric descriptors to honestly assess students' command of objectives;
- grading will represent student performance on standards, not compliance, completion, or conduct; and
- grades are fluid and adapt to new learning, culminating in a final grade that represents the students' achievement over the duration of the semester.
In practice, BHHS teachers who use Standards-Based Grading will:
- take their individual classes through range-finding activities of sample student work early in the course to help students see how the rubrics are applied and clarify teacher expectations;
- regularly communicate with students about their individual progress;
- regularly document formative assessments in MiStar either with numerical scores or specific anecdotal comments;
- use patterns in data rather than averages to determine overall criterion scores;
- display overall criterion scores in MiStar, adjusted after summative assessments; and
- provide additional rationale in MiStar if overall criterion scores do not seem to adhere to patterns.
- Administration will address inconsistencies in how a teacher is determining overall criterion scores as personnel issues, not Standards-Based Grading issues.
To help students and parents understand an Honors course designation, the following guidelines have been established:
- An Honors course will cover required content standards in greater depth and may cover additional content standards when appropriate.
- An Honors course materials may be differentiated from the standard course materials to challenge students' thinking (supplemental materials when appropriate).
- An Honors courses will have differentiated assessments where students are expected to engage in tasks that display a greater depth of knowledge than a standard course.
- An Honors course should assess students on a rubric differentiated from the standard course rubric with expectations aligned toward a greater depth of knowledge (ie. DOK 3 and 4).
Please consult your counselor if you have any questions regarding Honors courses.