Grading Practices

We believe that all students can learn. This requires that students have more than one chance for showing adequate performance (passing). Our grading policies reflect this belief. They underscore the need for every student to master essential understandings we call competencies.
  • Any term average lower than 50% will be rounded up to 50%.
  • Summative assessments together represent 90% or more of a class term grade. Formative assessments together represent 10% or less of the term grade.
  • Even when prepared, students may occasionally perform much lower than their usual pattern of achievement.  When such circumstances occur and elements that impinge on learning can be identified and corrected, reassessment is appropriate.  Showing evidence of achieving the learning standard is paramount.  Conditions for redoing work for full credit are as follows:
    • All redone work is done at teacher discretion given that an honest attempt has been made the first time.  Redoing work is not to be taken for granted.
    • If a particular student is asking to redo more than two summative assessments in a grading period, there may be another problem that needs to be addressed.  The teacher will notify the student's Guidance Counselor who will work with the Intervention Team to formulate a plan for that student. 
    • Students will need to form and execute a Summative Reassessment Plan in writing before being reassessed, including the completion of all formative assessments.  This plan will be signed by the parent/guardian, and the teacher.  The rime frame for the redo will be specified in the Reassessment Plan and is not to exceed 10 days.
    • The score obtained on the reassessment will influence the recorded grade in part or in whole depending on the amount of work reassessed.
  • A zero (on a 100-point scale) on a summative assessment will only result from a default of an incomplete. (An incomplete results from work not handed in or authentically attempted.)
  • Assessments will be graded on a 50-100 point scale.  On formative assessments, teachers, although encouraged to consider using "50" as the "new zero", can record scores below 50 (including 0) when warranted.
  • Effort, participation, and behavior can be reported, but not mathematically incorporated into the academic grade.
  • Extra credit is not allowed. (Extra opportunity is built into the redo practice.)

All marks are reported as letter grades on report cards, progress reports, and transcripts.  Grade point averages are calculated on a four-point scale.  Advanced Placement courses are weighted at 1.05.



The NRHS Report Card