Assessment Policy for ENG III (Classroom of Kay M. Hedrick)
In order to place emphasis on learning, the following assessment policy has been adopted.
All students and parents/guardians must sign saying they have read and understand this Assessment Policy.
Two types of assessment will be issued throughout this course.
Formative Assessments


Formative Assessments are formal and informal processes teachers and students use to gather evidence for the
purpose of improving learning. Think of Formative Assessments as practice. Formats will vary depending upon
the Learning Target being assessed. Some examples include worksheets, exercises, writing prompts, and class
discussions. All items on Formative Assessments are directly related to the Learning Targets explained in class
and given to students on Learning Target Logs.
Formative Assessments are entered in the grade book. However, they do not count towards a student’s final
grade. They are entered as a means to show a student’s progress. The grade listed will be one of the following:
PA: The student participated.
NP: The student chose not to participate.
AB: The student was absent.
PC: The student partially completed the assignment.

Scores listed as (PA) and (PC) may have a number/number following them. These numbers will
reflect the number the student answered correctly on that particular assignment (e.g. PA8/10: Student
answered 8 items correctly out of 10).
2. Summative Assessments


Summative Assessments provide evidence of student achievement for the purpose of making a judgment about
student competence or program effectiveness. Think of Summative Assessments as traditional exams. Formats
will vary depending upon the Learning Target being assessed. Some examples include multiple choice items,
essay questions, and class presentations. Because a single Summative Assessment can assess multiple Targets,
several scores can come from one assessment.
Summative Assessments are entered in the grade book and do count towards a student’s final grade. The grade
listed will be one of the following:
10: Score over
sub-target summative assessment, which reflect sub-standards of the overall learning
target. For example the overall Learning Target covers Comma Usage. A sub-target in this unit might
be, “Use of commas to separate items in a series.”
100+: Score over the summative assessment for the overall Learning Target.
The value of this overall
score will be double the value of all sub-target assessments for the Learning Target. For example, if the
Learning Target had eight sub-targets valued at 10 points each (80 points), the summative assessment
over the Learning Target, as a whole would be valued at 160 points. The student score on these
assessments will be converted into a percentage grade.

Students scoring a 60% or below on a Sub-Target will be required to complete Target Practice.

Students scoring a 61%-89% on a Target may choose whether or not they complete Target Practice.
Target Practice




Students must have participated in all formative assessments dealing with the Target before beginning Target
Practice, additional practice over this concept to improve student understanding.
Target Practice includes various formative assessments selected by the instructor.
Target Practice is completed during scheduled tutoring sessions before, during, or after school. If a student is
unable to attend tutoring, it is the student’s responsibility to schedule another time to complete Target Practice.
After completing Target Practice, the student will schedule a time to take another Summative Assessment on
that Target. The grade will replace the previous grade.
____________________ ___
Student Signature
Date
____________________ _______
Parent/Guardian Signature
Date
Assessment Policy for ENG III (Classroom of Kay M. Hedrick)
In order to place emphasis on learning, the following assessment policy has been adopted.
All students and parents/guardians must sign saying they have read and understand this Assessment Policy.
Two types of assessment will be issued throughout this course.
Formative Assessments


Formative Assessments are formal and informal processes teachers and students use to gather evidence for the
purpose of improving learning. Think of Formative Assessments as practice. Formats will vary depending upon
the Learning Target being assessed. Some examples include worksheets, exercises, writing prompts, and class
discussions. All items on Formative Assessments are directly related to the Learning Targets explained in class
and given to students on Learning Target Logs.
Formative Assessments are entered in the grade book. However, they do not count towards a student’s final
grade. They are entered as a means to show a student’s progress. The grade listed will be one of the following:
PA: The student participated.
NP: The student chose not to participate.
AB: The student was absent.
PC: The student partially completed the assignment.

Scores listed as (PA) and (PC) may have a number/number following them. These numbers will
reflect the number the student answered correctly on that particular assignment (e.g. PA8/10: Student
answered 8 items correctly out of 10).
2. Summative Assessments


Summative Assessments provide evidence of student achievement for the purpose of making a judgment about
student competence or program effectiveness. Think of Summative Assessments as traditional exams. Formats
will vary depending upon the Learning Target being assessed. Some examples include multiple choice items,
essay questions, and class presentations. Because a single Summative Assessment can assess multiple Targets,
several scores can come from one assessment.
Summative Assessments are entered in the grade book and do count towards a student’s final grade. The grade
listed will be one of the following:
10: Score over
sub-target summative assessment, which reflect sub-standards of the overall learning
target. For example the overall Learning Target covers Comma Usage. A sub-target in this unit might
be, “Use of commas to separate items in a series.”
100+: Score over the summative assessment for the overall Learning Target.
The value of this overall
score will be double the value of all sub-target assessments for the Learning Target. For example, if the
Learning Target had eight sub-targets valued at 10 points each (80 points), the summative assessment
over the Learning Target, as a whole would be valued at 160 points. The student score on these
assessments will be converted into a percentage grade.

Students scoring a 60% or below on a Sub-Target will be required to complete Target Practice.

Students scoring a 61%-89% on a Target may choose whether or not they complete Target Practice.
Target Practice




Students must have participated in all formative assessments dealing with the Target before beginning Target
Practice, additional practice over this concept to improve student understanding.
Target Practice includes various formative assessments selected by the instructor.
Target Practice is completed during scheduled tutoring sessions before, during, or after school. If a student is
unable to attend tutoring, it is the student’s responsibility to schedule another time to complete Target Practice.
After completing Target Practice, the student will schedule a time to take another Summative Assessment on
that Target. The grade will replace the previous grade.
THIS COPY IS FOR YOU TO KEEP IN THE GENERAL INFORMATION SECTION OF YOUR ENG III NOTEBOOK
Assessment Policy for ENG III (Classroom of Kay M. Hedrick)
In order to place emphasis on learning, the following assessment policy has been adopted.
All students and parents/guardians must sign saying they have read and understand this Assessment Policy.
Two types of assessment will be issued throughout this course.
Formative Assessments


Formative Assessments are formal and informal processes teachers and students use to gather evidence for the
purpose of improving learning. Think of Formative Assessments as practice. Formats will vary depending upon
the Learning Target being assessed. Some examples include worksheets, exercises, writing prompts, and class
discussions. All items on Formative Assessments are directly related to the Learning Targets explained in class
and given to students on Learning Target Logs.
Formative Assessments are entered in the grade book. However, they do not count towards a student’s final
grade. They are entered as a means to show a student’s progress. The grade listed will be one of the following:
PA: The student participated.
NP: The student chose not to participate.
AB: The student was absent.
PC: The student partially completed the assignment.

Scores listed as (PA) and (PC) may have a number/number following them. These numbers will
reflect the number the student answered correctly on that particular assignment (e.g. PA8/10: Student
answered 8 items correctly out of 10).
2. Summative Assessments


Summative Assessments provide evidence of student achievement for the purpose of making a judgment about
student competence or program effectiveness. Think of Summative Assessments as traditional exams. Formats
will vary depending upon the Learning Target being assessed. Some examples include multiple choice items,
essay questions, and class presentations. Because a single Summative Assessment can assess multiple Targets,
several scores can come from one assessment.
Summative Assessments are entered in the grade book and do count towards a student’s final grade. The grade
listed will be one of the following:
10: Score over
sub-target summative assessment, which reflect sub-standards of the overall learning
target. For example the overall Learning Target covers Comma Usage. A sub-target in this unit might
be, “Use of commas to separate items in a series.”
100+: Score over the summative assessment for the overall Learning Target.
The value of this overall
score will be double the value of all sub-target assessments for the Learning Target. For example, if the
Learning Target had eight sub-targets valued at 10 points each (80 points), the summative assessment
over the Learning Target, as a whole would be valued at 160 points. The student score on these
assessments will be converted into a percentage grade.

Students scoring a 60% or below on a Sub-Target will be required to complete Target Practice.

Students scoring a 61%-89% on a Target may choose whether or not they complete Target Practice.
Target Practice




Students must have participated in all formative assessments dealing with the Target before beginning Target
Practice, additional practice over this concept to improve student understanding.
Target Practice includes various formative assessments selected by the instructor.
Target Practice is completed during scheduled tutoring sessions before, during, or after school. If a student is
unable to attend tutoring, it is the student’s responsibility to schedule another time to complete Target Practice.
After completing Target Practice, the student will schedule a time to take another Summative Assessment on
that Target. The grade will replace the previous grade.
THIS COPY IS FOR THE PARENT/GUARDIAN TO KEEP FOR FUTURE REFERENCE.