• Rubric Score

    Percent

     

    Corresponding Letter Grade

    4

    95%

    A

    3.5

    90%

    A-

    3

    85%

    B

    2.5

    80%

    B-

    2

    75%

    C

    1.5

    65%

    D

    1

    60%

    D-

    0.5

    50%

    F

    0

    0%

    F

     Your letter grade is a reflection of the predominance of marks in any one category at the time of progress reports.  In most cases, your grade will likely improve as you revise work, until we begin work toward a new goal.

    Comment Codes for Feedback on Assignments and Checkpoints

    Comment Codes for Checkpoints and Short Assignments [Kemp]

     

    When there is no rubric, here are the abbreviations I will use to give you feedback on your assignments and checkpoints.

     

    INC

    You are missing information and/or details.

    NMS

    You need specifics like names, dates, people.  (Remember, you should have these in your notes in addition to general concepts.)

    Inacc

    You might have details but they don’t fit the question or are inaccurate.

    DNAQ

    Your response does not answer the question.

    BMT

    Be more thorough.  More completely answer the question explaining how your specifics relate to the question.

    DRQ

    Directly respond to the question.  Be sure to make a reference to the terms and ideas in the question.

    UQ

    Use quotes from documents where applicable.

    UQA

    Use quotes accurately including explaining the connection to the question or your point.

    ABNS

    Accurate response but no specifics.

    A checkmark

    Accurate, complete response to the question.

    2 checkmarks

    Accurate, complete response to the question with appropriate specifics and examples.

    X

    Incorrect answer or information.

    SACC

    Somewhat accurate

    SO

    See online sample.

       
       
       
       
       

     

     

    Complete Scoring Scale

    Topic Score on Scale

    Description of Place on the Scale

    4.0

    In addition to Score 3.0 performance, use of in-depth inferences and applications that go beyond what was taught

    3.5

    In addition to Score 3.0 performance, partial success at inferences and applications that go beyond what was taught

    3.0

    No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught

    2.5

    No major errors or omissions regarding the simpler details and processes and partial knowledge of the more complex ideas and processes

    2.0

    No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes

    1.5

    Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes

    1.0

    With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes

    0.5

    With help, a partial understanding of some of the simpler details and processes, but not the more complex ideas and processes

    0.0

    Even with help, no understanding or skill demonstrated

                            Source:  Marzano.  Classroom Assessment and Grading thatWork.  2006.

     

    Simplified Scoring Scale

    Topic Score on Scale

    Description of Place on the Scale

    4.0

    In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught

    3.0

    No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught

    2.0

    No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes

    1.0

    With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes

    0.0

    Even with help, no understanding or skill demonstrated

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

                             Source:  Marzano. Classroom Assessment and Grading that Work.  2006.

    For further information on the philosophy behind the grading click here for an article.
     
    For rubrics, see specific assignments and here for the rubric for participation.

     

Last Modified on January 30, 2019