The mission of Orono Schools states:
"Our students will maximize their potential in life because of their experiences in Orono Schools."
To ensure this, the Orono Schools are implementing grading and assessment practices that provide effective feedback, promote growth-mindset, and challenge students to master rigorous content. Assessment for Learning, also referred to as formative assessment, techniques and processes are critical to meeting those ends. Assessment of Learning, also referred to as summative assessment, continues to serve as the primary means for evaluating mastery of course learning objectives and grades.
What does this mean for your child?
- clearly communicate the learning objectives.
- provide instruction and content that meets varied learning needs.
- use practice work, classroom work, and quizzes as a tool for feedback and growth.
- assess frequently and use results to modify instruction.
- communicate ongoing feedback to students about their learning.
- offer multiple opportunities to master objectives and extend learning.
- base course grades on summative assessments of the learning objectives.
Aligned with effective classroom practice using Assessment for Learning, grading practices must be aligned with the purpose and nature of formative and summative student work. Formative assessment of student learning is intended to be focused on feedback and growth so that students are encouraged and motivated to continue working towards higher standards. Summative Assessment of Learning is intended to provide an evaluative indication of how the student performed on the learning objectives. Grading should provide students and parents clear and consistent communication about performance on the learning objectives for each course.
These grading practices are based on research in effective teaching and learning practices and motivation.
- Effective grading practices provide students ongoing opportunities to master learning objectives by:
- Supporting student growth and mastery
- Not including zeros in grades when evidence is missing
- Not including zeros in grades as punishment
- Using alternatives, such as reassessing, to determine achievement
- Using "I" for incomplete or insufficient evidence