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Student
assessment
and
grade
reporting
Board
of
Education
student
assessment
and
grade
reporting
systems
policy
The
Guilderland
Central
School
District
places
strong
value
on
its
students
and
their
development
as
learners.
Throughout
the
student
assessment
and
grade
reporting
process,
it
is
important
to
emphasize
our
mission
statement:
empowering
all
students
to
succeed
in
the
21st
century.
As
such,
student
assessment
and
grade
reporting
requires
thoughtful
and
informed
professional
judgment.
Our
challenge
is
to
balance
reporting
needs
with
instructional
purposes.
No
one
method
of
student
assessment
and
grade
reporting
serves
all
purposes
well.
Under
this
premise,
it
is
the
intent
of
this
policy
to
work
toward
a
multi-faceted,
comprehensive
reporting
system.
When
considering
the
purpose
of
any
student
assessment
and
grading
system,
three
questions
are
often
raised:
-
Why
do
we
give
grades
and
report
on
student
progress?
-
For
whom
is
the
information
intended?
-
What
are
the
desired
results
of
this
process?
While
there
is
much
debate
in
response
to
these
issues,
our
approach
to
student
assessment
and
grade
reporting
should
be
based
on
a
multiple
format
that
is
easily
understood
and
enables
teachers
to:
-
Communicate
the
achievements
of
students
to
parents
and
others;
-
Give
information
that
students
can
use
for
self-evaluation;
-
Provide
incentives
for
students
to
learn;
-
Identify
students
for
different
educational
options;
-
And
evaluate
program
effectiveness
The
Board
of
Education
realizes
that
classroom
teachers
have
the
primary
responsibility
to
evaluate
students
and
determine
student
grades.
Student
assessment
and
grade
reporting
is
intended
to
be
a
positive
tool
that
indicates
to
parents,
the
student,
and
teaching
staff
the
level
of
performance
and
development
in
each
class
or
subject
area
in
which
a
student
is
enrolled.
At
all
levels
within
our
school
system,
teachers
are
expected
to
identify
what
they
want
their
students
to
learn,
what
evidence
they
will
use
to
verify
that
learning,
and
what
criteria
they
will
use
to
judge
that
evidence.
This
approach
should
be
communicated
to
students
and
parents.
The
Board
of
Education
recognizes
that
students
are
individuals
with
their
own
abilities
and
capabilities.
The
district
will
utilize
a
local
grading
system
appropriate
to
elementary,
middle,
and
high
school
levels.
Information
can
be
reported
in
a
variety
of
ways.
In
addition
to
formal
report
card
grades
or
progress
reports,
feedback
about
student
performance
should
include
parent
conferences,
telephone
contacts,
standardized
test
score
results,
etc.
Therefore,
student
assessment
and
grade
reporting
should
relate
to
learning
criteria
based
on
the
following
guidelines:
-
Product
Criteria:
Focus
on
what
students
know
and
are
able
to
do
at
that
time,
typically
through
examination
scores,
quiz
results,
overall
assessments,
or
other
culminating
demonstrations
of
learning.
-
Process
Criteria:
Student
assessment
and
grade
reporting
should
reflect
not
just
the
final
results
but
also
how
students
got
there.
This
takes
into
consideration
overall
effort,
homework
completion,
and
class
participation.
-
Progress
Criteria:
Considers
how
much
students
have
gained
from
their
learning
experiences.
This
approach
is
highly
individualized
and
emphasizes
how
far
students
have
come
rather
than
any
specific
achievement
level.
The
above
components
should
be
addressed
in
any
student
assessment
and
grade
reporting
system
so
that
the
information
provided
can
be
of
greatest
value.
Source:
Dr.
Thomas
Guskey-University
of
Kentucky
Policy
adopted
December
10,
2002,
Guilderland
Board
of
Education.
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