MAST Marking/Grading Tips Sheet
Description
Teacher communicates both in writing and orally that final course grades result from a demonstration of student knowledge at the end of a term (grading period). Previous attempts and shortcomings throughout the process of learning do not inhibit student success in the course.
The final grade is determined by the most recent learning and is calculated by averaging three recent scores from three different types of assessments (triangulate data).
Marks/Scores assigned to assessments are used to inform teacher planning, empower students to make decisions about their learning, and record progress toward mastery of learning targets (formative assessments).
Definitions
 mark or marking: refers to the score/level on individual tests, quizzes, exit slips, quick checks, and student products.
 grade or grading: refers to a recent overall evaluation of learning, i.e. the final grade on a report card that is determined by taking the average of three grades on three different types of assignments that assess retention of recent cumulative concepts in the course.
Implementation
To use the marking/grading protocol,
ASSIGNING MARKS/SCORES:

No zeros, use incompletes a.
If students do not submit assigned work, assign an incomplete , instead of a zero , for the assignment’s mark. b.
Students may submit the assignment at a later date.

No points taken off for late work a.
If a student submits work past the pre-determined deadline, replace the incomplete with a mark as if the assignment was submitted by the deadline.

No group marks assigned a.
If student assignments are submitted as the product of group collaboration, assess each student individually b.
Student marks should not result from the outcomes of other students, but exclusively from their own outcomes.

Timely, descriptive teacher-feedback is required on formative assessments, especially homework reflections, classwork, and exit slips a.
Upon the submission of student work, provide descriptive feedback regarding the students’ demonstration of knowledge within one to two days for student review and reflection. As students reflect on their work, guided by teacher feedback, they are supported in identification of individual misunderstandings and are able to more effectively work toward mastery of the learning targets (and therefore standards)
1 © Copyrighted by Center for Math and Science Teaching (CMAST)
Unauthorized use or duplication is an infringement of copyright regulation
MAST Module 2

b.
If student work is returned beyond one or two days following submission, the assignment and feedback become meaningless for both the student and teacher in evaluating progress toward achieving proficiency in the learning targets.

No marked or graded homework a.
If homework is assigned, provide students with a document that includes the complete solution set and allow students to self-correct and reflect on their work,
(reference the Homework Protocol). b.
Provide timely, descriptive feedback to student reflections but do not assign a mark to homework assignments. c.
Homework is a formative assessment for the student to decide what further practice, clarity and differentiation is needed in class. Therefore, it does not merit a mark or grade, but rather descriptive feedback by the student for the teacher who then uses this information to inform instruction and provide support in order to move learning forward.

Summative assessments spiral and receive marks for students to chart their progress toward a grade a.
All summative assessments spiral to include prior content so as to support students in the mastery of the standards by the end of a course, thus guaranteeing that students are held accountable for all content at all times. b.
Quick checks spiral, assess information from previous units to determine long-term retention of the learning targets, and receive a mark. c.
With each demonstration of knowledge, student growth toward mastery of each standard is recorded and tracked. Fluctuations in mastery of each standard are noted and receive an appropriate response in terms of individual student action plans. d.
The goal is success. The amount to learn is fixed, but the time to learn varies for each individual.

Quizzes receive marks to chart progress toward a grade a.
As with summative assessments, student growth toward mastery of each standard, as demonstrated by quizzes, is recorded and tracked. Fluctuations in mastery of each standard are noted and receive an appropriate response in terms of individual student action plans.

No extra credit a.
As student marks reflect mastery of content, extra credit falsely skews information about student mastery of the learning targets. Learning needs to be valued and therefore should be the motivation and desired outcome, not the grade. Extra credit values a grade, not learning.
ASSIGNING GRADES:

Separate learning skills (and behaviors) from the academic course grade a.
Final course grades should reflect mastery of content standards and not student learning skills or behaviors.
© Copyrighted by Center for Math and Science Teaching (CMAST)
Unauthorized use or duplication is an infringement of copyright regulation
MAST Module 2
2

b.
To assess learning skills and behaviors independently utilize separate reporting documents and do not calculate learning skills in the course grade.

Differentiate between a mark/score and grade a.
In the assignment of a grade, recall that grading refers to an overall evaluation of learning, i.e. the final grade on a report card that is determined by taking the average of the most recent evaluation of learning.
(i) Recommendation: use three recent grades on three different types of assignments that assess cumulative concepts in the course to calculate the final course grade.

Differentiate between formative and summative assessments a.
Formative assessments receive marks; they are used by both the teacher and student to assess progress toward achieving the learning targets and inform both on how to move learning forward. b.
Summative assessments include all learning targets for the course that have been taught/learned and are used in the assignment of a grade. c.
Prior summative assessments become formative assessments and are replaced as the course progresses forward. Summative tests are not “re-taken”, but rather each test continues to assess recent and previous learning targets and therefore replaces prior test marks. d.
The final course grade is assigned according to the most recent student demonstration of knowledge and does not result from the averaging of prior attempts.
Research
Assessment for Learning to Improve Schools, Assessment Training Institute 2007, ETS :
Assessment for learning is based in the classroom, involves students in every aspect of their own assessment, and helps teachers teach and students learn. Assessment for learning rests on the understanding that students, not just adults, are data-driven instructional decision-makers. ETS recognizes the importance of involving students in the classroom assessment process to build their confidence and maximize their achievement. International research shows that applying the principles of assessment for learning day to day in the classroom improves student confidence and academic performance. When consistently carried out within and across classrooms, these principles have been linked to significant gains in student achievement, especially for low achievers.
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning , by
Larry Ainsworth, Lisa Almeida, Anne Davies, Richard DuFour, Linda Gregg, Thomas Guskey,
Robert Marzano, Ken O’Connor, Rick Stiggins, Stephen White, Dylan Willian, Douglas Reeves
(Editor)
Inside the Black Box by Paul Black and Dylan William (Kings College London), published by
GL Assessment
Classroom Assessment & Grading that Work by Robert J. Marzano
© Copyrighted by Center for Math and Science Teaching (CMAST)
Unauthorized use or duplication is an infringement of copyright regulation
MAST Module 2
3