I'm a teacher. The standards based progress reports were piloted at a few schools. When it was rolled out to all schools a few years ago I felt that we had very little training on how to implement standards based grading. Since then we have had nothing. I have suggested having additional training to help keep all teachers at least somewhat one the same page.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A=4
B=3
C=2
D/F=1

Most teachers will admit it. Some have some sort of alternative reality.

My kid regularly gets fours in the subsets and threes in the science/math/reading/etc effort main grade.

The grading system is stupid.

Actually, any time my team uses percentages to find a grade (we often use rubrics instead), we consider anything above 70% to be a 3, and anything above 90% (or 85%, depending on the test) to be a 4.

My kid usually gets 100% or.misses just one or two on every assignment and test but still receives 3s.

Exactly! Ridiculous grading system!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A=4
B=3
C=2
D/F=1

Most teachers will admit it. Some have some sort of alternative reality.

My kid regularly gets fours in the subsets and threes in the science/math/reading/etc effort main grade.

The grading system is stupid.

Actually, any time my team uses percentages to find a grade (we often use rubrics instead), we consider anything above 70% to be a 3, and anything above 90% (or 85%, depending on the test) to be a 4.

My kid usually gets 100% or.misses just one or two on every assignment and test but still receives 3s.

Anonymous wrote:

Anonymous wrote:A=4
B=3
C=2
D/F=1

Most teachers will admit it. Some have some sort of alternative reality.

My kid regularly gets fours in the subsets and threes in the science/math/reading/etc effort main grade.

The grading system is stupid.

Actually, any time my team uses percentages to find a grade (we often use rubrics instead), we consider anything above 70% to be a 3, and anything above 90% (or 85%, depending on the test) to be a 4.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If there were more 3's in the second quarter it could be due to new topics being introduced. 3 means progressing, it's not bad at all. 1 or 2 would mean not on grade level.

Interesting. In Loudoun, 3 means "meets the standard", 4 is "exceeds the standard" and 2 means "progressing". In fact work is graded with the numbers (1-4) but report cards use letters, E, M, P. (Exceeds, meets, progressing.)

There is no exceeds the standard in Fairfax.

Correct.

Anonymous wrote:If there were more 3's in the second quarter it could be due to new topics being introduced. 3 means progressing, it's not bad at all. 1 or 2 would mean not on grade level.

A 1 or 2 does not mean be.ow grade level. A student can get these and be on grade level.

Anonymous wrote:

Anonymous wrote:In many countries, they just put the actual score of the students' tests for each subjects. Isn't that more accurate and No subjective grading?

That's what Catholic schools did when I was a kid.

Mine too.

That is a way better system.

Anonymous wrote:A=4
B=3
C=2
D/F=1

Most teachers will admit it. Some have some sort of alternative reality.

My kid regularly gets fours in the subsets and threes in the science/math/reading/etc effort main grade.

The grading system is stupid.

I lived in Asia for 4 years. They put the total scores of all the assessments on the progress card. And grades (A, B, C...) for behavior and effort. Parents have a better picture of how kids perform in school.

Per the FCPS grading and reporting handbook:

Achievement Grades:
1 Seldom demonstrates concepts and skills of standard taught this quarter
2.Sometimes demonstrates concepts and skills of standard taught this quarter
3.Usually demonstrates concepts and skills of standard taught this quarter
4.Consistently demonstrates concepts and skills of standard taught this quarter
nt. Not taught this quarter.

Life, Work, and Citizenship Skills and Effort Levels:
1. Seldom demonstrates
2. Sometimes demonstrates
3. Usually demonstrates
4. Consistently demonstrates
na. Not assessed

Anonymous wrote:In many countries, they just put the actual score of the students' tests for each subjects. Isn't that more accurate and No subjective grading?

We don't only grade tests here.

Anonymous wrote:In many countries, they just put the actual score of the students' tests for each subjects. Isn't that more accurate and No subjective grading?

Do you mean spelling tests, SOLs? My kindergartner doesn't have any of those.

Anonymous wrote:In many countries, they just put the actual score of the students' tests for each subjects. Isn't that more accurate and No subjective grading?

That's what Catholic schools did when I was a kid.

In many countries, they just put the actual score of the students' tests for each subjects. Isn't that more accurate and No subjective grading?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If there were more 3's in the second quarter it could be due to new topics being introduced. 3 means progressing, it's not bad at all. 1 or 2 would mean not on grade level.

Interesting. In Loudoun, 3 means "meets the standard", 4 is "exceeds the standard" and 2 means "progressing". In fact work is graded with the numbers (1-4) but report cards use letters, E, M, P. (Exceeds, meets, progressing.)

There is no exceeds the standard in Fairfax.

What they do instead is to have a box where the teacher can check saying that the student is receiving above grade level instruction.