Grading Policies
The grading philosophy of Lisle Junior High School is based on the following Grading Understandings. We hope this aligns our approach to assessing students and their acquisition of learning standards.
- Grades communicate student achievement of learning standards; students’ grades should not be reduced or inflated due to student behaviors outside of the standards.
- Standards are clearly communicated to students with clear indicators of proficiency and exemplars.
- Grading policies are consistent among teachers of a course and common assessments are utilized to measure student achievement.
- Students learn at different rates and should have multiple opportunities to demonstrate their knowledge of standards; students are expected to take steps to correct errors of knowledge, understanding or skills.
- Formative assessments are used to provide timely and descriptive feedback in order to allow students to self-assess progress towards a standard.