Elementary Schools Handbook

REASSESSMENT POLICY

We believe reassessment is important because it holds students accountable to complete learning and provides opportunities for students to demonstrate proficiency.  Reassessment opportunities should be considered as seen appropriate by the classroom teacher if students meet certain criteria.  Each teacher will determine the timeline, process, time, and place for reassessment.

GRADING ACCURACY

The purpose of grade reporting is to communicate student performance accurately by ensuring a student’s grade is reflective of learning based on standards as well as the most important skills and concepts of a discipline.  Non-academic indicators such as behavior, attitude, and responsibility are essential in understanding the whole child, but should be assessed and reported separately from academic grades and marks.

Middle School Handbook

Grading Accuracy and Reassessment 

The purpose of grade reporting is to communicate student performance accurately by ensuring a student’s grade is reflective of learning based on standards as well as the most important skills and concepts of a discipline.  Students are expected to complete practice (homework) within posted timelines to demonstrate learning progress and receive accurate grade reporting.  Students who do not complete practice (homework) may lose opportunities to reassess until it is completed as expected.

Students may qualify for reassessment opportunities on summative assessments.  Summative assessments may include a unit assessment such as an exam, project, essay, performance, or module.  It is best practice for a student to initiate reassessment immediately after the summative, with the expectation of relearning and reassessment occurring no later than two weeks after the original summative assessment date.

Each teacher will determine the timeline, process, time and place for reassessment.  These requirements for reassessment will be communicated at the beginning of a course.

High School Handbook

Grading Accuracy and Reassessment

The purpose of grade reporting is to communicate student performance accurately by ensuring a student’s grade is reflective of learning based on standards as well as the most important skills of a discipline.  

To correct the distortion of zeros in a percentage-based gradebook when determining a semester grade, incomplete or missing work will be scored in the gradebook at 50% instead of 0. To indicate that an assignment was not turned in, teachers will enter the 50% score and mark the assignment as missing in the gradebook. Teachers using a standards-based gradebook can enter a 0.

 The purpose of practice (homework) is to extend student learning experiences beyond the classroom, promote skill mastery, provide opportunities for students to go further with their own desire to acquire knowledge, and complete work that is unfinished, which leads to improved final demonstration of skills. The time requirements and the frequency of practice will vary depending on a student’s teacher, ability, and grade level. If you have any further questions, please contact your child’s teacher.

Students are expected to complete practice (homework) within posted timelines to demonstrate learning progress and receive timely feedback. Students who do not complete practice (homework) may lose opportunities to reassess until it is completed as expected.

Students may qualify for reassessment opportunities on summative assessments. Summative assessments may include a unit assessment such as an exam, project, essay, performance, or module.  Students must have no missing work per Skyward prior to the original summative assessment.  Relearning and reassessment must be completed within two weeks of the original assessment grade/score posting in Skyward as determined by the teacher.  Any student is eligible for reassessment if the aforementioned criteria are met.

Each teacher will determine the timeline, process, time, and place for GHS student-initiated reassessment contract.  These requirements for reassessment will be communicated at the beginning of a course.