Bettye Myers Middle School
Grading and Assessment Practices
At Bettye Myers Middle School, we are committed to grading practices that support the learning process, encourage student success, and accurately reflect a student’s progress toward mastery of the state standards, the Texas Essential Knowledge and Skills (TEKS). We believe that the purpose of grading is to accurately communicate to students and parents the level of mastery students have achieved in their learning at a given point in time. The faculty and staff at BMMS work together to provide students the appropriate time and support needed to achieve academic mastery.
Because we want our grades to communicate accurate and meaningful measures of student learning, we have adopted these grading practices at Bettye Myers:
Students are expected to meet all deadlines. If a deadline is missed, students will still be expected to master the content. While meeting deadlines is a critical behavior that contributes to the student’s sense of responsibility, it does not represent a student’s mastery of the standards. Students who consistently refuse to turn their work in on time, or fail to turn in work at all, will be referred to the office for appropriate action. This action will involve parent conferences, counseling referrals, and/or administrative referrals, depending on the situation.
Students are expected to complete all assignments on time and in their entirety. Zeros in the gradebook will only be used when a student has not mastered any of the content. The expectation is for students to complete all essential work in an effort to demonstrate mastery of the standards. Zeros will only be used to indicate that there was no mastery of standards. If work is missing or incomplete, students will be expected to complete the work to provide evidence to demonstrate mastery of the standard. Students will not be able to “opt out” of required work.
All students will be given the opportunity for reassessment of any summative assessment, excluding semester exams. Because errors are inherent in the learning process, and some students require more time for learning than others, all students will be given the opportunity for reassessment. Before a student can reassess, they must first demonstrate evidence of new learning. This evidence can be demonstrated in many ways, some examples include; tutorials, alternate assignments, individual or small group re-teaching, online sessions, individual conversations with teachers, and/or review/reflection of work assigned. Students who take any form of reassessment will be given the highest grade achieved through this process.
Teachers will give frequent feedback to parents concerning their child's academic progress. Through the use of interim progress reports, meaningful grades posted on the Home Access Center, and work samples sent home, teachers will keep parents informed and share with them ways they can help their child at home. Likewise, parents are encouraged to contact teachers with questions or concerns about their children's academic performance.