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Standards-Based Grading


Standards-based assessment and grading ensures that each student’s grade is an accurate indicator of what that student knows and is able to do. 

 All instructional activities in a standards-based classroom are derived from specific learning targets.  After presenting new concepts and skills, the teacher designs formative assessments that provide opportunities for practice and feedback, and then summative assessments to measure whether students have reached the learning targets.   Academic grades are based solely on these summative assessments. Other factors, such as organization, participation, work completion, and behavior, while essential for student success, are not included in the academic grade; doing so would mean that the academic grade would no longer be an accurate indicator of student achievement.

The Four-Level Grading Scale:  Instead of receiving points or percentages for each assessment, each student will earn a score that is based upon previously communicated expectations (learning standards). For these assessments, a four-level scale correlates to the following grades and descriptors:

4 = A    Advanced

            Demonstrates advanced knowledge and application of the essential academic standards

3 = B    Proficient

            Demonstrates proficient knowledge and application of the essential academic standards

2 = C    Needs Improvement

Demonstrates developing knowledge and application of the essential academic standards compromised by a few missing concepts

1 = D    Minimal Understanding 

            Demonstrates minimal knowledge and application of the essential academic significantly                                 compromised by missing concepts

0 = F    Unable to demonstrate understanding of academic standards


Multipliers and Weights: Since all assessments receive a 0, 1, 2, 3, or 4, multipliers will be used proportionally to ensure that larger assignments carry more weight.  For example, a smaller assessment might carry a weight of 1; while a larger assessment might carry a weight of 5.  Grading categories are based on each course's curricular objectives, so looking at the scores in each category is a good way of tracking your child’s learning and identifying any areas of concern.  Also on Infinite Campus, flags will indicate missing or late work.

Formative Assessments and Homework:  Formative assessments and homework will NOT be calculated in the grade, but they are entered into Infinite Campus in order to provide more feedback for you and to help each student track his or her progress toward a learning goal.

Homework, as defined by Rockwood, is work completed outside the classroom that is designed to reinforce or provide practice of skills and concepts addressed instructionally, extend skills and concepts addressed instructionally, collect evidence of student understanding and application of what has been taught, and provide a risk-free opportunity to experiment with and transfer new learning.  Assigning permanent grades on work for any of the aforementioned purposes would be unfair.  Nowhere else in life is practice counted (not in sports, business, etc…) so it shouldn’t be counted in academics.

Consequences for not doing homework will be reported via effort and conduct grades on the report card along with disciplinary action by the teacher (lunch detention, phone calls home, after school detention, etc…) Of course, since all homework is preparation for the next assessment, failure to complete homework will almost certainly hinder a student’s performance and grade.

Interpreting Grades on Infinite Campus:  Student grades are actually figured by averaging summative assessment scores into a GPA (Grade Point Average), but unfortunately this does not show up on Infinite Campus.  The percentages that do show up can be very misleading!  Therefore, please disregard the percentages and only take note of the LETTER GRADES. If you are curious to see how close you are to the next level, you may refer to how the percentages correlate below:

GPA     Letter Grade                            Descriptor                    Percentage Cut-Off

4.0                    A                                 Advanced                          100.0

3.7                    A                                 Advanced                            92.5

3.5                    A-                                Advanced                            87.5

3.3                    B+                               Proficient                             82.5

2.7                    B                                 Proficient                             67.5

2.5                    B-                                Proficient                             62.5

2.3                    C+                               Needs Improvement              57.5

1.7                    C                                 Needs Improvement             42.5

1.5                    C-                                Needs Improvement             37.5

1.3                    D+                               Minimal Understanding       32.5

0.7                    D                                 Minimal Understanding       17.5

0.5                    D-                                Minimal Understanding       12.5

0.0                    F                                  Failing                                    0

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