Grading in Mrs.

Henry’s Classroom 2010-2011

Each student will receive a concept list and assignment sheet for each unit. We will cover a concept
every day or so. Students will be:
 expected to complete the practice problems as directed
 given opportunities to ask questions and gain additional clarification on concepts
 given the answers to the practice problems on the day the problems are assigned
 given the opportunity daily to show me what they have completed of the practice problems
and I will note this appropriately
 given a quiz after approximately 3 concepts are taught
 given an opportunity to evaluate their understanding of the concepts and given feedback as to
their grasp of the concept using the scale below:

No answer or I know you I think you I think you I know you I know you
no work shown don’t know it don’t know it know it mostly know it know it
0 1 2 3 4 5

We will repeat this process (teach a few concepts, quiz, and get feedback) until we reach the end of a
unit. At the end of each unit, each student will receive scores for each concept that was tested using
the same scale from the quizzes. These scores for each concept will be entered into the gradebook as
follows:

No answer or I know you I think you I think you I know you I know you
no work shown don’t know it don’t know it know it mostly know it know it
0 1 2 3 4 5
5/10 6/10 7/10 8/10 9/10 10/10
(50%) (60%) (70%) (80%) (90%) (100%)

Understand that these are the only scores that will be entered into the gradebook. There will be no
scores entered for practice problems and quizzes – I will note what practice problems have been
completed and I will use the information from the homework and quizzes to help determine what
topics the class needs more time and help learning. Students are expected to use the practice
problems to help them to grasp the concepts and to use the feedback from the quizzes to gauge where
they are at in their understanding and prepare accordingly for the test.

If a student is not satisfied with his or her understanding of a concept, he or she may choose to
reassess that concept. In order to reassess, the following must occur:
 The student must have completed the practice problems for the concept prior to the unit test. I
will have already noted what was completed as mentioned above.
 After the unit test, the student needs to have done some additional practice or gotten help
from either myself or another student or tutor.
 o Students who have earned a 4/5 on the test for a concept may do additional practice
problems on their own. They must show them to me before they will be allowed to
reassess.
o If a student is getting help from another student, the student must be at least one class
ahead of who they are helping. For example, a Pre-Calculus student may tutor an
Algebra 2 student or an Algebra 1 student may tutor a Math 1 student. An Advanced
Algebra 2 student may not tutor an Algebra 2 student.
o If a student is getting help from another student or tutor, he or she must complete a
tutor form (which must be gotten from me) and the tutor must sign the form.
 Once additional practice or tutoring has occurred, a student may schedule a reassessment by
contacting me directly or by using the Google Form that is on my website:
http://www.brookfield.k12.oh.us/BHSHome.html, then click on the Pow-Pak logo next to my
name. The reassessment must be scheduled by 10 pm the day before and may only be done
before school (from 7:10-7:30 am), after school (from 2:30-2:50 pm), or during a student’s
study hall period. The reassessment may not be done during his or her math class time.
 The score that will go into the gradebook is the most recent score.
 A student may not reassess a particular concept more than three (3) times. A minimum of 24
hours must pass before reattempting a concept and the same practice conditions as earlier
must occur.
 There will be a cutoff date for reassessments each grading period. It will be announced in class,
posted on my website, and posted in class at least 1 week ahead of the date.

So – why the changes? I want my grading to reflect what each student truly knows. I will be able
to communicate to you and to each student exactly what concepts he or she does and does not
know. A score of 18/20 (90%) on Chapter 1 test does not really tell you much. But a score of 5/5
on graphing linear equations tells you that the student knows how to graph linear equations. By
the same token, a score of 2/5 on that same concept tells you that the student does not have a
grasp of how to graph a linear equation and that he or she needs more practice. By allowing
students to reassess, students can work on the concepts that they do not understand and show me
that they do grasp the material with additional practice. Ultimately, that is what is most important-
that students leave my class understanding the concepts in mathematics that are taught over the
course of the year.

As always, if you have any questions or concerns, please do not hesitate to contact me!

I am looking forward to a great year of learning mathematics!

Yours in education,

Mrs. Lisa Henry