• Harpool Middle School Grading Policy

    The primary purpose of awarding grades is to communicate student achievement in relation to the state standards, the Texas Essential Knowledge and Skills (TEKS), and the district curriculum. Harpool Middle School is committed to creating an environment where quality instruction, assessment, and evaluation occur to improve student achievement. The academic grade should only reflect this achievement. Multiple formative and summative assessment tools are used to provide feedback and accurately assess students’ mastery of the state standards (TEKS) and district curriculum.
    Formative Assessment: (Does Not Count Towards Overall Grade)

    Formative assessment directs the teacher’s instructional decisions regarding adjustments or re-teaching needed to ensure student success on the curriculum/learning goal(s). It also communicates to the student any learning adjustment needed prior to the summative assessment.  Formative assessment is FOR learning.

    The formative assessments recorded must align to the standards of the summative they precede and are to provide guidance to the student, teacher and parent on progress towards learning goals. While Formative assessments are not calculated in the overall grade, they are still vital to the growth of your student’s achievement.  Formative scores will be a tool for teachers, students, and parents to monitor the progress of the student.  They should reflect progress on standards only, not compliance--i.e. returning a progress report for a grade or bringing a box of tissues at the beginning of the school year. Formative assessment is practice that takes place both formally and informally. Formal assessment occurs when regular instruction is stopped to assess student understanding. Informal assessment happens during the course of instruction. Examples of formative assessments include, but are not limited to, the following:
    Class Discussions
    Daily Practice
    Teacher Observation
    Check for Understanding
    Classroom assignments
    All homework should be completed, reviewed in a timely manner, and used as a method to provide students with specific feedback on their performance of the assigned tasks. The research on homework indicates that providing feedback is critical, but assigning a grade to every homework assignment is not necessary. Homework should result in a higher performance level on summative assessments.
    Summative Assessment: (Major 60%, Minor 40%, Pre-AP-Major 70%, Minor 30%)
    Summative assessments are designed to provide information about a student’s mastery of the curriculum/learning goal(s). Summative assessment occurs after teachers have provided feedback to students through formative assessments. Summative assessment is assessment of learning that occurs at the end of a sequence of instruction.
    No single grade can count more than ⅓ of the overall grade. The district supports a balanced assessment approach and recommends using multiple assessment formats that require students to write, to create, and to perform to document learning. Extenuating circumstances* for individual students may alter the time frame in which a summative is administered. Grades should be based on mastery of the standards. Semester exams shall be comprehensive in nature and measure the mastery of the state standards (TEKS). The semester exam will represent 10% of a student’s final semester grade. Examples of summative assessments include, but are not limited to, the following:
    Major Summative Examples: Minor Summative Examples: 
    Unit test Quizzes
    Graphic Organizers
    Research Papers
    Rough Drafts
    Final Drafts Short Pieces of Writing
    Essays Oral questions in class
    Presentations Exit Tickets
    Common Assessments Learning Logs
    Lab Practical Journal Entries
    Written Proposal  Performance Tasks
    Performance Tasks Laboratory Write-ups
    Summative assessments not submitted by the due date will be recorded as a missing (MSG) and will be calculated in the gradebook as a zero to reflect the actual grade based on the absence of the summative assessment.
    Clarifications For Grading Guidelines: 
    • Students are expected to complete all assignments and assessments and turn them in on time.
    • Students are expected to prepare in advance for all minor and major assessments and to try their best to accurately demonstrate their understanding of the learning targets.
    • Students should use formative assessments and minor summative assessments as feedback to measure their learning progress in preparation for major summative assessments.
    • Students may earn the privilege of reassessing a major summative assessment by demonstrating that new learning has taken place which warrants the need for a reassessment.
    • If the assessment was completed on time, the ten day window for reassessment begins when the student receives feedback from the assessment.
    • If the assessment was not completed on time, the ten day window for reassessment begins from the due date.
    • If a teacher believes that a student is not in good faith preparing for assessments and is using the reassessment opportunity as a way to put off learning, the teacher will discuss this with the student and contact the parent. A student could forfeit their reassessing opportunities if they continue to fail to prepare for assessments.