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The BHS school-wide grading policy is designed to support a growth mindset, cultivate a culture of curiosity, increase student ownership of their learning, and ensure equitable evaluation of student work. We hope that these policies encourage students to take intellectual risks and recognize the benefits of practice, revision, and productive struggle.
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Purpose: To evaluate students' demonstration of the habits of mind that lead to independent learning.
Expectations: Students must meet the expectations outlined in their teacher’s Learning Process evaluation tools and activities. All teachers of the same course will use common Learning Process evaluation tools to ensure consistency. Teachers will support student reflection, goal-setting, and growth through ongoing feedback and regular conversations about the learning process.
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Purpose: To evaluate how effectively students are using new learning in meaningful contexts during the unit of study, ensuring adequate progress and informing each student’s decisions about their academic and personal growth.
Possible Examples: quizzes, reading checks, peer feedback, class activities (e.g., collaborative annotations, demonstrations, minor performance assessments, discussions, etc.). These assessments may vary by teacher.
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Purpose: To evaluate student mastery of the established standards-based learning goals at the end of a unit or the conclusion of a critical part of the unit.
Expectations: Teachers of common courses will use common summative assessments to ensure consistency in measuring student learning and support their instructional decisions.
Possible Examples: Unit tests, final projects, significant essays, performance-based assessments, cumulative presentations, long-term projects, etc.
NOTE: Students must complete all summative assessments to earn course credit; however, the administration will consider extenuating circumstances as needed.
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If a student submits a summative assessment by the deadline and scores below 80%, they may revise it once, provided they follow their instructor’s guidelines and:
- Show evidence of preparation for the initial assessment as required by the instructor.
- Complete the required steps within one week of receiving the graded assessment or feedback.
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Required Steps for Revision/Retake/Correction Eligibility:
- The student processes feedback on the assessment and/or conferences with the teacher.
- Based on teacher guidelines, the student demonstrates efforts to enhance their understanding of the assessed content and skills.
- The student reflects on their learning process in completing the retake, revision, or correction, including explaining the changes they made and why, and examining how they will continue to grow and improve their understanding and skills.
- Artifacts related to retakes/revisions/corrections, including this reflection, should be documented and available for review.
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- The highest grade students can earn after the revision or retake is 80% of the total possible points for the initial assessment.
- Revisions, retakes, and corrections are unavailable for mid-year and final exams/assessments, except as necessary to meet Competency Determination requirements. Any revisions, retakes, or alternative assessments completed solely to meet Competency Determination requirements will not result in a change to the student’s course grade.
- Revisions, retakes, and corrections are unavailable if a student is found to have engaged in academic dishonesty.
- Grades for revisions, retakes, and corrections will reflect the student’s proficiency in the skills and content assessed. The revision, retake, or correction process does not guarantee an 80%.
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