• DISD Grading & Assessment Beliefs

    It is the belief of Denton ISD that effective instruction depends upon high quality assessment. As a team of professional educators, we have examined grading practices in an effort to make sure our practices support our beliefs about learning, assessment, and grading. This process has included professional learning, research, book studies, national educational specialists, action research, and input from teachers, administrators, parents, and students.


    At the heart of our beliefs are two underlying questions. Do our grades accurately reflect student learning? Do our grading practices positively contribute to student learning?

    We are committed to practices that support the learning process, encourage student success, and accurately reflect student progress toward mastery of the state standards, the Texas Essential Knowledge and Skills (TEKS). Our beliefs about learning and grading practices are grounded in the following statements.

    • All students can learn.
    • Students learn in different ways.
    • Students learn in different time frames.
    • Errors are inherent in the learning process.
    • Assessment is a process for providing feedback that influences learning.
    • Grades should accurately reflect mastery of the standards (TEKS or AP/IB course standards).


    Because we believe assessment is a process for providing feedback that influences learning and that grades should reflect mastery of the standards, Denton ISD will support accuracy in grading through standards referencing assignments and assessments.

    • Grades will be determined based on achievement of the course standards.
    • In a standards-referenced system, a student's learning is reported (or referenced) relative to the standard for each area of knowledge and skill on the report card.


    Because we believe errors are inherent in the learning process, mastery towards standards will be calculated using summative assessments.


    All assignments and assessments will be referenced to the standards, not behavior.


    Academic practice (in and out of class) is essential to student success. Homework is a necessary means for students to prepare, reinforce, and/or apply what they have learned in class.

    Non-academic behaviors that are essential to student success include:

    • Attendance
    • Attitude
    • Preparation
    • Timeliness
    • Neatness/Organization