SDJA High School Humanities - Grading Philosophy

San Diego Jewish Academy
High School Humanities
Grading Philosophy

grade, grading 1. a degree or step in a scale, as of rank, advancement, quality, value, or intensity: the best grade of paper. 2. a class of persons or things of the same relative rank, quality, etc. 7. a letter, number, or other symbol indication the relative quality of a student's work in a course, examination, or special assignment; mark (Webster's, p. 827).

classification, categorization, placement, ranging, pigeonholing, sorting, grouping; grading, stratification, ranking, rating; division, subdivision; cataloging, codification, tabulation, indexing, filing; taxonomy, typology; analysis arrangement (Chapman, p. 35).

SDJA high school humanities embraces the notions that people who understand how they think and work, and people who are allowed to function within an environment that nurtures learning and individual growth, learn more and continue learning for a longer period of time.

People learn because they want to learn, not because they are going to be rewarded or punished.

SDJA high school humanities is based upon the concept of intellectual integrity through the guided use of intrinsic motivation and metacognition.

Quite simply, SDJA high school humanities is based on the student taking responsibility for their own education. The teachers work as coaches, mentors, guides, and resources.

Consequently, grading is based on a combination of traditional assessment tools and measures as well as:

creating appropriate goals, focus, or topic areas; self-motivated.
collecting and ordering information that fulfills goals; using time wisely in class.
presenting that information with clarity, grace; revision and editing are apparent.
taking risks and showing initiative.
participating, voluntarily and when called on, in collaborative projects and activities (class discussions, response groups, peer editing, readings, email responses).
clearly reflecting on your learning using metacognitive tools such as asking questions, problem-solving, adjusting your time management, record-keeping, note-taking, or organization to be successful as a learner.
turning in all required assignments: (you must have completed ALL assignments to earn an "A" in course)
completing assignments with care, quality, and insight
earning points based on total from all assignments throughout the grading period

Students and teachers collaborate to create and use rubrics for projects, grading periods, and portfolios. Rubrics clearly articulate criteria so that a common ground exists for students and teachers. Student/teacher conferences and student reflections also play an important role in the grading process.