Grading Policies and Procedures

  • Final grades 9-12 will be determined by: 

      1. Standards-based rubrics will be used for summative assessment and posted in google classroom for student access

      2. Summative assessments will be assigned a integer multiplier (1 - 4) that is used to determine a weighted average for each unit of related standards

      3. The final grade will be calculated as the average of all units.

        1. Exception: EOC will be 20% of final grades, as required by the state of Georgia. 

      4. An in progress average will be visible in Infinite Campus for all courses

    Secondary 6-12 Grading

    In Grades 6-12, students are graded on a 7-point scale.  

    Table 2: 6-12 grading scale, descriptors, and conversions

    Descriptor

    Numerical Equivalent

    CSD

    GPA Scale

    Distinguished

    100 

    7

    4.25 

    Proficient, approaching distinguished

    94  

    6

    4.0

    Proficient

    89

    5

    3.25

    Developing, approaching proficient

    84

    4

    3.0

    Developing

    79

    3

    2.0    

    Beginning, approaching developing

    69

    2

    0 

    Beginning

    64

    1

    0 

    INC

    50

    0

    0

    • Grade conversion is only used in grades 9-12 to translate the CSD 1-7 scale to the Georgia Department of Education. 

    • Students must earn a 3 or higher to earn credit for a course, a 3 is considered a passing score.

    • Courses with a state End of Course (EOC) exam weight the the EOC grade as 20%, and that EOC score can lower the grade conversion

    • A student has 4 weeks to complete an incomplete course.

    All courses in grades 6-12 will report final grades on their mastery of course standards (criteria may be assessed individually on a scale of 1-8, but final scores are reported 1-7). 

    All courses that do not follow the IB MYP Framework assess students on a 7-point scale throughout the school year to assess student mastery of the GSE+ or other 

    Grades 6 - 10

    Separately, twice a year, teachers will report on the MYP criteria (Table 3) for each course (criteria can be assessed individually on a scale of 1-8, but final scores are reported 1-7). Final IB criteria scores will be determined by using the boundary table (Table 4). 

    An 8 on an assignment represents the indicator “exceeds” and will denote that a student is working beyond or above the grade level standards. 

    Table 3: IB MYP Course and Criterion Overview
     

    Criterion A

    1-8

    Criterion B

    1-8

    Criterion C

    1-8

    Criterion D

    1-8

    Language A

    Analyzing

    Organizing

    Producing Text

    Using Language

    Language B

    Listening

    Speaking

    Reading

    Writing

    Individuals & Societies

    Knowledge and Understanding

    Investigating

    Communicating

    Thinking Critically

    Sciences

    Knowledge and Understanding

    Investigating and Designing

    Processing and Evaluating

    Reflecting on the Impact of Science

    Mathematics

    Knowledge and Understanding

    Investigating Patterns

    Communicating

    Applying Mathematics in Real-work Context

    Arts

    Investigating

    Developing

    Creating/Performing

    Evaluating

    Physical Health Education

    Knowledge and Understanding

    Planning for Performance

    Applying and Performing

    Reflecting and Improving Performance

    Design

    Inquiring and Analyzing

    Developing Ideas

    Creating Solutions

    Evaluating

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Table 4: IB MYP Final Grade Boundary Guidelines

    Grade

    Boundary Guidelines

    Descriptor

    Numerical Grade Conversion***

    Quality Points

    1

    1-5

    Minimal achievement in terms of the objectives

    64

    0

    2

    6-9

    Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.

    69

    0

    3**

    10-14

    Limited achievement against most of the objectives, or clear difficulties in some areas. The students demonstrate a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

    79

    2.0

    4

    15-18

    A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations.  There is occasional evidence of the skills of analysis, synthesis, and evaluation.

    84

    3.0

    5

    19-23

    A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis, and evaluation where appropriate and occasionally demonstrates originality and insight.

    89

    3.25

    6

    24-27

    A consistent and thorough understanding of the required knowledge and skills, the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis, and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

    94

    4.0

    7

    28-32

    A consistent and thorough understanding of the required knowledge, skills, and the ability to apply them almost faultlessly in a wide variety of situations.  Consistently evidence of analysis, synthesis, and evaluation shown where appropriate.  The student consistently demonstrates originality, insight, and always produces work of high quality.

    100

    4.25