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Grading System


Each of the primary projects will be assessed by the students’ use of the concepts, techniques, and experimentation/ problem solving.  


While students are working on their projects, they will be assessed for their understanding of the individual concepts and techniques.  These will be their secondary project grades, which weight more than the final grade of a project.


For example, while students are creating an abstract painting, one week they will be assessed on their design’s use of space and balance.  The next week, when they learn color mixing with the paints, they will be graded on their use of complementary colors and neutral tones. The final project will factor these concepts in along with the overall use of techniques, design, their willingness to experiment, and their ability to problem solve.  


The grading system for 5th and 6th graders mirrors the standards based grades.  But, since there is no way to give a 110%, students that exceed expectations will have a 96% or higher on their grades.  If a student is exceeding expectations, that is just as much a signal to me as a student who is not meeting expectations. I want to offer the opportunity for students to grow by challenging them.  





Students that are working above grade level require as much attention as students working below grade level.  Students at a level 4 are in need of a challenge and, as a teacher, I need to be ensuring their growth.



Students are meeting all the required expectations, fully understanding the content, and working at grade level.



Students are nearly meeting all the required expectations.  There may be some areas where work needs to be improved.



Students are not meeting expectations.  They have not grasped the content and there are several areas where work needs improvement.  



Incomplete work will be marked with a 79 or below depending on the level of work needed for completion.

79 or below