Philosophy of Learning, Assessment & Grades

An old-fashioned history class had a teacher working in isolation talking to students listening in isolation. That is not what we do here. My classes are both highly-structured to provide clear objectives to students, but also adaptable to meet the diverse needs of learners using a “no walls, no ceilings” approach. In the absence of differentiation, there is an implied philosophy that all students’ needs are the same, that the class works as a whole on most materials and activities, that the group sets the pace, and that group grading standards prevail.

That is not how this class operates. All students experience the same curriculum. In my classes, the default instruction and assessment is at a high standard. Appropriate levels of support are continually provided to help students meet those expectations.

Inquiry

At the core of my classes are "inquiry" activities -- a lesson where students analyze historical evidence in order to form and test hypotheses about past events.

​Inquiry lessons introduce students to the "doing" of history. Through using evidence to investigate historical questions, students are given the opportunity to see that history is not just a collection of facts, but rather a rigorously constructed set of arguments.

​As students encounter new and in some cases contradictory evidence, they are asked to reconsider their initial views, learning that interpretations of the past can change based on the available historical evidence. (more)

Practice & Feedback

Practice assignments (often called formative assessment) are usually not graded. This includes notes, homework and in-class assignments. 

However, completion of some practice assignments is recorded on the online gradebook with a zero weight towards the overall grade. This is done to provide feedback to parents and students about work habits.

A student’s self-assessment of their work is a critical part of this classroom. It provides invaluable feedback and helps students and the teacher set goals.
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Behavior and Participation
Each student must acquire certain skills to be a successful citizen, however a grade must reflect what a student knows and can demonstrate when it comes to specific learning standards. Therefore, non-academic indicators, such as participation, behavior, work completion, attendance & other non-academic indicators, are not included in a student’s grade. ​

​Competency and Mastery

The primary purpose of grades is to communicate student learning. The gradebook documents student performance over a period of time and provides feedback regarding concerns and strengths. Learning is measured against Michigan Social Studies Standards common to all students. Progress is determined through multiple measures (assessments, student projects, informal observations, etc.) It is not the intent of the gradebook to report on every aspect of learning that occurs in the classroom, but the additional information provided through detailed standards-based reports will be beneficial to provide the best educational experience for our students.

​Reassessment

Students will be given multiple opportunities in various ways to demonstrate their understanding of learning standards. Therefore, reassessment will be encouraged and will be allowed after the re-learn process for full credit up until the last week of the quarter.
  1. The student must demonstrate that they completed the practice necessary to attempt the original assessment.
  2. The student must request the reassessment in writing and the parent may be required to sign the request.
  3. The teacher will reserve the right to change the format of the assessment, such as by asking different questions or modifying the answers. Often, the teacher will require an impromptu oral exam.
  4. Re-learning must occur before re-assessment. The student must make a specific plan, with the teacher’s advice, for what they will do to help them do better on the next assessment. The plan will include a date when the reassessment must be completed, usually no more than one week after the original assessment is returned.
  5. The recorded grade is the new grade (which is presumably better). They are not averaged.
  6. Students may not redo any work during the last week of the marking period. This also means assignments originally due during the last week of the marking period are not eligible for reassessment.
  7. Students must attach the reassessment to the original.
EXTRA CREDIT: A student’s grade should reflect what he/she actually knows and can demonstrate on an assessment tied to specific learning standards. Therefore, extra credit is not used.

Deadlines & Late Work

All assignments are given a due date. However, grades are only related directly to stated content standards. Individual achievement of stated standards are the only basis for grades. Therefor: 

  1. There are no grade penalties for late submission of assessments.
  2. However, late work may require attendance at a support session outside of class time.
  3. Frequent late work will cause a parent conference.
  4. Students may request and receive extension of deadlines. ​Deadline extensions will be granted to accommodate school and personal reasons, provided the student discusses the request with the teacher before the assignment deadline.
  5. Attendance is not penalized in grades. Students will be given make-up opportunities for all assessments.
  6. Incomplete or missing assessments are recorded as a temporary zero until the student completes the assessment. This is intended to communicate to students and parents the urgent need to complete work. It is expected that by the end of the marking period the student will have completed all assessments and have all zeros removed from the gradebook. Continual opportunities and support will be given.
  7. ​All assignments and tests are returned to students and can come home.

References