Briar Woods World Languages and Cultures Grading and Reassessment Practices
BW World Languages and Cultures department uses a point value system for grading. There are two different classifications, formative and summative.
Formative Assessment- Formative Assessment takes place during the learning process and is designed to guide the next steps toward mastery. The goal of Formative Assessment is to help each teacher monitor learning, provide feedback to the student, and set goals to move learning forward. Formative Assessment will be used to inform each teacher on the next steps in developing their instruction. Formative Assessments will possibly be scored, but the grade will not be used in determining a student’s overall grade.
Summative Assessment- Summative Assessments will be given throughout the quarter and are designed to determine a student’s level of proficiency of the language. Summative Assessments will form the basis of a student’s quarter grade. Summative Assessments can include traditional essays, quizzes, tests, and projects but also more language related tasks, such as speaking assignments, cultural investigations, and listening reinforcement (for the spoken languages).
Reassessment- All students are given the opportunity to retake any summative assessment one time, when scoring 79% or below on said assignment. The highest that a student can earn on that reassessment is an 80%. The reassessment should be scheduled with their teacher to be completed within 2 weeks of the date that the grade was entered into Phoenix. Extra practice may be given, in order for the student to be better prepared to take the reassessment. If a student develops a pattern of missing assignments or needed reassessments, they will be met with an appropriate intervention, including limiting future opportunities for reassessment.
Homework- When homework is assigned, it shall be used as reinforcement and application of previously learned concepts. It can also be used to prepare students for instruction.
Feedback- Students are provided feedback on the progress toward language proficiency. The feedback can take the form of one on one conferences, rubrics, formative assessments, and peer review session as a few examples.
Dishonesty in Student Work- Students are expected to perform honestly on schoolwork and tests. If any student turns in work that is not their own as their own from whatever source, or who assists or gives help to another student, will receive a consequence that is aligned with the LCPS disciplinary guidelines. An academic recovery plan will be created to include one of the following: retaking the assessment, lowering of a grade, receiving a failing grade, an alternative assignment, or recompletion of original assignment, at the discretion of the teacher.