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Assessment is an integral part of the school's curriculum, providing information to improve teaching and learning. Accordingly, assessment should chronicle student development and evaluate subject mastery through a variety of strategies, applied in a consistent and uniform fashion. Collaboration between teacher and students should serve to clarify assessment criteria and outcomes, fostering accountability, self-evaluation, and responsibility on the part of all involved in the learning process. The secondary team at ISM believes that maintaining a consistently high standard of academic work is essential for student success. It is important that students and parents are made aware of these expectations, and that they are consistently implemented throughout the school year. The grade descriptors are as follows:
A - Work of excellent quality, which: - Shows excellent understanding of ideas, topic, and task
- Provides clear evidence of detailed study
- Clearly and completely explains, with examples to support conclusion, where appropriate
- Has few, if any, technical errors
- Where appropriate, has a good personal response/critical voice incorporated
- Is organized and clearly presented
B - work of good quality, which: - Shows a good understanding of ideas, topic, and task
- Provides evidence of detailed study
- is clearly and fully explained, with appropriate attempts made to support conclusion
- Has no major technical errors
- Contains some personal response/critical voice, where appropriate
- Is organized and clearly presented
C - Work of satisfactory quality, which: - Shows a fair understanding of ideas, topic, and task
- Provides evidence of consistent study
- Is reasonably well-written and organized; providing some examples, where appropriate
- Is mostly technically accurate
- Shows the beginnings of a personal voice, where appropriate
D - Work that has potential but needs attention, which: - Has some fundamental weaknesses in understanding of ideas, topic, and task
- Shows some study but needs additional attention or and time allocated to it
- Has some well-conveyed discussion, but could be improved in organization and expression
- Contains many technical inaccuracies
- Has no or little sense of personal response, where appropriate
- Lacks organization and is poorly presented
F - Work that is disappointing, which: - Shows no or very little understanding of ideas, topic, and task
- Has little or no evidence of study
- Is poorly organized and written
- May contain many technical errors
Teachers will at times, derive a grade from using percentages as well, depending on the student task, assessment plan and subject area, as follows:
Grade Grade Points Percent A+ 4.00 100-97 A 4.00 96-94 A- 3.67 93-90 B+ 3.33 89-87 B 3.00 86-83 B- 2.67 82-80 C+ 2.33 79-77 C 2.00 76-73 C- 1.67 72-70 D+ 1.33 69-67 D 1.00 66-63 D- 0.67 62-60 F no credit 59-00
This will also be used in determining a student’s grade point average (GPA). For courses designated as Advanced Placement or Honors level, one point will be added to the grade points awarded. For example, an “A” in an AP or Honors course would be equivalent to 5.0 points.
The following grades will be assigned for secondary grade levels to show student effort: E Excelent G Good S Satisfactory U Unsatisfactory IP In progress (insufficient to asign a grade)
Academic subject grades reflect the student’s actual achievement. Attitude and grade level functioning should be indicated elsewhere on the report card, usually in the teacher comments portion.
ISM is pleased to recognize student successes in academic progress. A student who receives all A’s and no U’s on the report card will be awarded recognition on the High Honor Roll. Honor Roll recognition will be given to students whose grades are all B’s or A’s with no U’s in achievement or effort.
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