Grading & Reporting Student Progress

  • "If grades are to accurately represent and communicate information about how well students are making progress toward the identified learning standards in each discipline, then the evidence used to determine grades must denote what students have learned and are able to do only in relation to academic achievement of the standards’ objectives. To allow other factors to influence grades, such as effort, participation, attitude, homework, and other behaviors, misrepresents students’ true learning attainment." (Guskey, 2000)

    As a result, report card grades are limited to academic factors (e.g., tests, quizzes, products, projects, rubric scores). Homework completion, poor attendance, and/or inappropriate behavior are some examples of nonacademic factors that are not eliminated from the grading process, but instead are reported separately to inform students and parents about the importance of developing these 21st century attributes.