FHS Grading and Reporting - Survey of Students for The Print

After each statement, circle the level to which you agree with that statement using the following numerical scale: Stronly Disagree - Neutral - Strongly Agree 1 2 3 4 5 The following statements are taken from the draft on the proposed changes for Grading and Reporting (student grades) in Harford County Public Schools.
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  1. POLICY TITLE: Grading and Reporting (Draft Page 2)
    Grades should indicate the degree of mastery of Harford County Public Schools curriculum content standards, as demonstrated by student performance. *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. POLICY TITLE: Grading and Reporting (Draft Page 2)
    Grades should be an essential component of instructional decision-making for teachers and administrators. *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. POLICY TITLE: Grading and Reporting (Draft Page 2)
    Grades should allow students and parents to monitor student progress toward achieving mastery of established standards. *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. POLICY TITLE: Grading and Reporting (Draft Page 2)
    Student Learning Skills that support learning, such as student behavior, work habits, and attitudes, should be reported separately. *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. POLICY TITLE: Grading and Reporting (Draft Page 2)
    Grades and grading practices utilized by teachers should be consistent within each classroom, within each school, and throughout the school system.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Explanation of Letter Grades - Grades 3 through 12 (Draft Page 3)
    Grades should reflect student performance aligned to state and local content standards. *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Learning Skills (Draft Page 4)
    In order to master curriculum-identified grade level and/or course content standards, students should possess a variety of Learning Skills, that though essential for student success, should not be reflected in student grades.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Learning Skills (Draft Page 4)
    The degree to which individual students exhibit Learning Skills should be reported on a regular basis.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part I (Draft Page 7)
    Quarterly report card grades should be calculated using the following values:
    4-Point Scale Grading
    • 4=A
    • 3=B
    • 2=C
    • 1=D
    • 0=E

    Grade Point Range
    • 3.6 to 4.0
    • 2.6 to 3.5
    • 1.6 to 2.5
    • 0.6 to 1.5
    • 0.0 to 0.5

    Percentage Grading
    • 90 - 100 = A
    • 80 - 89.9 = B
    • 70 - 79.9 = C
    • 60 - 69.9 = D
    • 50 - 59.9 = E

    *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part I (Draft Page 7)
    Students should have multiple opportunities to demonstrate mastery. "Multiple opportunities" may include re-testing and alternative measures of assessment.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part I (Draft Page 7)
    The grade of Incomplete (I) should be recorded for those students who have not completed the prescribed work by the end of the grading period.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part I (Draft Page 7)
    No credit should be awarded for the grade of I.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part II (Draft Page 7)
    The following guidelines should be used to determine the quarterly grade:
    • Tests and Summative Projects/Performances (50 - 60% of quarter grade)
    • Quizzes and Classwork (30 -40% of quarter grade)
    • Homework (0 - 10% of quarter grade)
    *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part III (Draft Page 7)
    Final report card grades for year-long classes should be calculated as follows:
    • Quarter 1: 20%
    • Quarter 2: 20%
    • Quarter 3: 20%
    • Quarter 4: 20%
    • Final Exam: 20%
    *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part III (Draft Page 7)
    Final report card grades for semester-long classes should be calculated as follows:
    • Quarter 1: 40%
    • Quarter 2: 40%
    • Final Exam: 20%
    *
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part III (Draft Page 7)
    The minimum passing grade for a course should be 0.6 Grade Points or 60%.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part III (Draft Page 7)
    Mid-term assessments should be included in the second quarter grade.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. PROCEDURE TITLE: Calculating Grades, Part III (Draft Page 7)
    Final exams should be cumulative.*
     
      1 2 3 4 5  
    Strongly disagree  Strongly agree


  1. If you have any comments about the proposed policies for grading and reporting, please write them below. If you would like to have your comment possibly quoted in The Print, please make sure that your name is included at the top of the survey.





Madame Banks
AP French Language
Fallston High School
Fallston, MD