November 23, 2009

Dear Parents and Guardians,

As we begin our school year together I thought it would be best if I took the time to

explain my grading policy to you. This grading policy is the result of much thought and

reflection and is my current philosophy of grading. (The Purpose of Grades and Grading) The

purpose of grades and grading is multifaceted. I am aware that for many students they are an

indication of where that student stands in a particular subject or grades even prove to be a

motivator for many students. In my classroom grades are a tool I use to communicate with

students and parents. Grades provide feedback for students and provide me with a guide for

future instructional decisions. (What Grades Mean) Grades mean several different things. In

my classroom grades are an indication of how well a student was able to articulate, explain or

represent the content and ideas taught in class. Grades are simply a numerical representation;

they are not the most important aspect of my evaluations. Accompanying the grade will always

be comments; to me those comments are more important. Grades and comments that are given

will be no surprise to a student due to formative assessment.

(Formative Assessment vs. Summative Assessment) The amount of formative

assessment that will occur in my classroom will ensure that no student is unaware of their

understanding of the content at any time. Formative assessment is a great way for students to

assess themselves, both their approach to a subject and their understanding. The formative

assessment will also provide me with the feedback needed to ensure that I am giving the students

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what they need to do their best to understand the content. The summative assessments will

consist of material and information that had been formatively assessed prior, thus providing the

students and me with a check for understanding before any actual grades are determined. (Fair

Grading) Formative assessment is my approach to grading fairly. Fair grading to me means that

all of the students needs were met previous to the assessment. Formative assessment is essential

in me guarantying fair grades. All of the checks along the way will guarantee that each student is

taught the content they need in the way that best suits their learning style. The other tool that I

use to ensure fair grading is rubrics.

(Rubrics) Some of my formative assessments and all of my summative assessments will

include a rubric where they are applicable. I create rubrics for two main reasons. Instead of a

student playing the classic game of “guess what the teacher is thinking” I rather them be aware

and comfortable with parameters so that they can create a product that is a representation of their

understanding and skills. I also use a rubric to ensure that each student is graded on the same

guidelines. Rubrics are not meant to intimidate my students but to give them the confidence to

complete the task and ensure that the task is complete.

(The Purpose of Homework) The homework that is assigned in my class will be

assignments meant to both supplement the in class instruction as well as provide any additional

instruction and materials the students need. I do not assign homework for homework sake, but

rather I assign home work to help students understand further a day’s lesson or to better prepare

them for an upcoming lesson. I do this mainly because to me when homework truly has no

purpose students are aware of it and give the homework very little care or effort. I rather the

students take the time and exhibit the effort in a purposeful assignment then monotonously go

through an assignment. (Grading Homework) Homework grades will be assigned based on the
assignment and what is asked of the students. Much of my homework will be formative

assessments and therefore not graded. As I stated earlier I will do all that I can and all that time

will allow to make sure that each student receives what he or she needs, but the students must do

their part as well. Though many of my homework assignments are not given numeric grades they

will include comments for the students. It is my belief that those comments are more beneficial

than simply grading an assignment. (Extra Credit) I will not distribute extra credit to students.

Instead I will expect them to complete what is assigned to them. If the assignments that are extra

credit contain information that is important to students then the assignments wouldn’t be extra

credit they would be in class or homework assignments. I do allow alternative assignments for

students that ask for re-dos. These alternative assignments are different from extra credit because

the assignments are closely related to the previous assignments a student may have struggled

with.

(Dealing with Late Work) My policy on dealing with late work is relates to my goal of a

fair grading policy. I understand that life happens and students are busy people. If work is late

because of illness, or any other unexpected events the student is to make arrangements with me

to complete the assignments. I do expect work that is handed in late to still contain quality and a

visible amount of understanding and effort. Students who make a habit of handing in late

assignments will be dealt with by making special arrangements to guarantee that work is handed

in on time. (Re-doing Work or Tests for Full Credit) In line with the issue of late work I do

not allow students to re-take or re-do work for full credit. I don’t because I fear that a student

will end up doing a task so many times that the task loses its meaning. I rather the student

complete another assignment or task to prove their understanding. This is where the alternative

assignments come into play. If a student struggled with an assignment or exam I rather work

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with the student, have the student do further work and then re-assess. That grade and the

previous grade will

My grades are based on the point system. The points given to each assignment are based

on the amount of content addressed in the assignment and the approach a student must take to

complete an assignment. Assignments when students must do more than recall and explain

information will be worth more points. Assignments when students must analyze, interpret, and

represent, for example, will be worth more because to me they require more work from the

student. I do believe in the value of cooperative learning but I do not assign group grades. The

group work that students do in my class with only be graded based on the individual students’

contribution to a group project. The individual roles and tasks assigned during group projects

will ensure that these grades aren’t based only on observation but rather production. The amount

of curriculum in a unit, test or summative assessment will be in line with New York State core

curriculum. What is required by New York State and what will guarantee that the students master

the core curriculum will be done in the class no matter what. Additional content will be added to

each unit but this content will be modified or adjusted based on the feedback I receive from the

formative assessments completed by the students and myself. The additional content will not

interfere or deter from the core curriculum but rather enhance it.

I do grade based on the one hundred percent scale. Bi-quarterly the students’ points will

be added and divided by the amount of possible points at that point. The first grade in a quarter

will be a student’s midterm grade. The second average at the end of a quarter will be the

student’s grade. This average will consist of the points earned for the entire semester divided by

the possible points. Students will be able to self assess their progress throughout the semester by

keeping track of their grades.

 This grading philosophy, much like my teaching philosophy, is a living document that

grows and changes as I do as a teacher. Any changes that may happen will be thoroughly

communicated with you and the students. The main theme of my grading philosophy is to do

what I can to ensure that each students needs are met so that they understand the curriculum.

Sincerely,

Andrea Stupp
Astupp5@gmail.com