How Grades Communicate Learning
Grading Communication
Parents and students can access information on student progress, grades, and feedback in our Student Information System (“SIS”). Parents and students can view SIS information on the FCPS website (ParentVUE or StudentVUE). Both parents and students are encouraged to contact a teacher if they have questions about what they see in SIS.
Teachers will send regular progress reports to communicate grades. These reports will come, at a minimum, at the midpoint of each quarter. Parents can also set up weekly progress report messages in SIS ParentVue by clicking “My Account” after logging in and then selecting your communication preferences.
What do grades represent?
The grade earned indicates the level of knowledge in accordance with the course standards from the VDOE, FCPS Program of Studies, the College Board (AP courses), or a partner college (dual enrollment courses).
How do I interpret the gradebook?
In the gradebook, each standard for the course will be a category or column. The current grade for a student’s level of mastery of each standard will be based on summative assessments and recorded and updated throughout the year. In addition, there are practice or formative assignments indicated to provide feedback to parents and students on how students are performing to prepare for summative assessment of standards. Summative assessments will amount to 70% of the overall course grade. Formative work will amount to 30% of the overall course grade. A category called “Work Habits” will be included in each gradebook and will describe behaviors that contribute to success in each class. A Work Habits score will be communicated to help you determine how best to intervene with your student. This score will not be included in the overall grade calculation.
What is a rolling gradebook?
A rolling gradebook is a cumulative documentation of learning. Unlike traditional quarterly gradebooks, a rolling gradebook documents learning on an ongoing basis throughout the year; it is not an average of quarter marks. The grade posted at the end of each traditional quarter is a snapshot of a student’s current progress in the course. This grading and reporting practice allows for increased opportunities for students to show their highest level of learning on individual standards.
How will we know when assignments were or are due?
Assignment information can be found on Schoology. Teachers will also enter due dates for each entry in SIS. If you cannot find what you are looking for, please email the teacher.
What comments will teachers use in their gradebooks?
The following comments will be used in SIS to communicate to parents and students the status of assessments recorded in the gradebook.
- Mi = Assignment not turned in or missing (scored as a zero)
- SB = Student scored below 50% (scored as a 50)
- La = Assignment turned in late (no grade penalty)
- E = Exceeds Expectations for specified Work Habit* (scored as 100)
- M = Meets Expectations for specified Work Habit* (scored as 80)
- D = Developing for specified Work Habit* (scored as 60)
*Keep in mind that scores for Work Habits are purely for communication and do not calculate into students’ course grades.
Is extra credit offered?
Per FCPS grading policy, students cannot be awarded extra points/credit in lieu of or to replace assignments or assessments.
How will grades be calculated?
Summative assessments will be used to determine the grade for each standard. Grades for each standard will be determined by the following criteria:
- Most recent performance on standard (including retake opportunities)
- An average of summative assessments within the same standard
- A pattern of achievement (including repeated level of achievement and an upward trend)
Reference your child’s course syllabus to determine which method will be used for the standards in each of their classes.
Course Standard grades will add up to 70% of the entire course grade. Weighting for each standard will vary depending on the course. The weighting for course standards can be reviewed in the course syllabus as well as in regular progress reports.
Formative assessments will appear in a single category titled “Formative” in the gradebook. All assignments will be weighted evenly and will be averaged. The formative grade will be 30% of the overall student grade. Should a student score better on a summative assessment than the formative assessments for that standard, the formative assessment grade will be replaced with the summative grade.
Note: Any time a standard has not yet been summatively assessed, SIS gradebook will redistribute the weighting across the other categories. This means that, at times, formative work may temporarily be weighted higher than 30% of the overall grade. We highly encourage students to lean into their formative work as well as prioritize retake opportunities throughout the school year. Not only will this lead to better performance in general, but it will also ensure student grades are the best reflection of what students know and are able to do.
What are final exams like?
Teachers are encouraged to create a culminating activity to reflect on what students have learned throughout the year. There are three options from which teachers can choose for the final exam:
- A reflective, formative activity. This can be used for grade replacement.
- An assessment on specific standards where the student did not perform well. This assessment will be used to inform the grade for that standard.
- A traditional cumulative exam. This grade is not calculated as a separate grade in the gradebook; rather it is included among other summative assessments.
How do quality points work for honors and AP classes?
For students who pass an AP/HNs course, an additional 1.0/.5 quality point will be added to the quality point value assigned to the final mark for purposes of calculating GPA. For example, a final grade of A in the course shall receive 5.0 quality points. No additional weight will be assigned to an F.
AP students are strongly encouraged to take the AP exam(s). This standardized examination is designed to measure content and skill mastery, and a successful score may earn credit and advanced placement in college.
- FCPS will pay for six total AP exams during a student’s academic career in FCPS. After six exams, students will be assessed a fee of $93 for an AP exam. Information for students who choose not to participate in an AP exam for a course in which they are currently enrolled will be provided later in the school year.
- AP Economics, AP US & Comparative Government, and AP Physics C (one-credit course): The curriculum for these courses is assessed through two separate AP tests. Because students are enrolled in one course that covers material for two tests, the related tests are considered as one test for the FCPS-funded test counts and fees.
What if a student submits an assignment past the due date?
Students remain responsible for turning in work within deadlines in order to receive timely feedback. An assignment may close, but the standard will remain open in order to continue to demonstrate understanding.
If a student knows work will be turned in late due to special circumstances, the student should communicate with teachers in advance to create an action plan.
Will students be able to retake or revise assessments?
Retakes or reassessments will be offered in each class.
Retakes involve redoing work from standards that need improvement. When a retake occurs, the highest score will be recorded as the grade for that assessment. There is no minimum grade to access a retake and no maximum score for students who complete the retake assessment. Teachers in each class will specify what a student needs to do before taking the retake assessment to ensure their success. For example, many teachers require that students complete any missed assignments, see the teacher for extra help, and/or complete test corrections in advance of a retake assessment. Many teachers have a four-week window for students to complete a retake assessment. We encourage students to begin the process as early as possible so they have a higher likelihood of success for future work in the course. Refer to the teacher’s syllabus for specific details.
Reassessments occur when a standard is revisited during the school year for everyone in the course. Generally speaking, a reassessment of a standard will involve class instruction and/or review prior to the reassessment. We highly encourage families to look carefully at student performance on formative work for these standards so students can take necessary steps to guarantee their success prior to the reassessment, such as seeing their teacher for extra help, completing additional practice, etc. Most, but not all reassessments are entered as a grade replacement in the gradebook, meaning the reassessment score will overwrite the previous assessment for that standard. Refer to the teacher’s syllabus for specific details.
What will I see in the gradebook? How can I see feedback in the gradebook?
There are three types of grades (scores) entered in SIS ParentVue and SIS StudentVue. One is in the form of feedback given on formative assessments and practice and will be categorized as “Formative”. These formative assignments will also follow a naming structure that helps you recognize which standard students are learning. The name of each formative assignment will follow this formula: “Course Name-Standard Number-Assignment Title”. In English 11, for example, a student practicing writing annotations (Standard 2) would have a formative assignment in the gradebook called “FO - St2 - Gatsby Chapter 2 Annotations”.
The second form is through summative assessments. These scores will be broken up by standard and will directly contribute to the student’s grade on those specific standards. Summative assessments will also be labeled through a schoolwide naming structure: “SU - Assignment Title”. For example, in English 11, the summative assessment for analytical writing would be called “SU - Gatsby Analytical Essay”. The standard number will be listed as a category next to the assignment name. If you have questions, reach out to your child’s teacher.
Lastly, teachers will communicate progress and proficiency about student behaviors that contribute to success in their class through a category called “Work Habits”. Examples of work habits might include homework completion in math class, managing long-term assignments in art class, following proper safety procedures in science or a cooking class, etc. Work habits will be listed in the gradebook according to the following naming structure: “WH - description of work habit”. For example, in Precalculus class, a teacher will communicate homework completion for Unit 2 as “WH - Unit 2 HW Completion”.
Scores for these habits will be:
- Exceeds Expectations: E (100)
- Meets Expectations: M (80)
- Developing: D (60)
- No Evidence: Mi (0)
These scores will contribute to an overall “Work Habits” score, but are not calculated into the student’s overall grade. This score is strictly used as a communication tool to help students and families understand where improvements might be necessary to ensure success in the class. Work Habits scores do not appear on report cards or transcripts.
The information below is the same as found in the drop down questions above, in a pre-expanded format.
What do grades represent?
The grade earned indicates the level of knowledge in accordance with the course standards from the VDOE, FCPS Program of Studies, the College Board (AP courses), or a partner college (dual enrollment courses).
How do I interpret the gradebook?
In the gradebook, each standard for the course will be a category or column. The current grade for a student’s level of mastery of each standard will be based on summative assessments and recorded and updated throughout the year. In addition, there are practice or formative assignments indicated to provide feedback to parents and students on how students are performing to prepare for summative assessment of standards. Summative assessments will amount to 70% of the overall course grade. Formative work will amount to 30% of the overall course grade. A category called “Work Habits” will be included in each gradebook and will describe behaviors that contribute to success in each class. A Work Habits score will be communicated to help you determine how best to intervene with your student. This score will not be included in the overall grade calculation.
What is a rolling gradebook?
A rolling gradebook is a cumulative documentation of learning. Unlike traditional quarterly gradebooks, a rolling gradebook documents learning on an ongoing basis throughout the year; it is not an average of quarter marks. The grade posted at the end of each traditional quarter is a snapshot of a student’s current progress in the course. This grading and reporting practice allows for increased opportunities for students to show their highest level of learning on individual standards.
How will we know when assignments were or are due?
Assignment information can be found on Schoology. Teachers will also enter due dates for each entry in SIS. If you cannot find what you are looking for, please email the teacher.
What comments will teachers use in their gradebooks?
The following comments will be used in SIS to communicate to parents and students the status of assessments recorded in the gradebook.
- Mi = Assignment not turned in or missing (scored as a zero)
- SB = Student scored below 50% (scored as a 50)
- La = Assignment turned in late (no grade penalty)
- E = Exceeds Expectations for specified Work Habit* (scored as 100)
- M = Meets Expectations for specified Work Habit* (scored as 80)
- D = Developing for specified Work Habit* (scored as 60)
*Keep in mind that scores for Work Habits are purely for communication and do not calculate into students’ course grades.
Is extra credit offered?
Per FCPS grading policy, students cannot be awarded extra points/credit in lieu of or to replace assignments or assessments.
How will grades be calculated?
Summative assessments will be used to determine the grade for each standard. Grades for each standard will be determined by the following criteria:
- Most recent performance on standard (including retake opportunities)
- An average of summative assessments within the same standard
- A pattern of achievement (including repeated level of achievement and an upward trend)
Reference your child’s course syllabus to determine which method will be used for the standards in each of their classes.
Course Standard grades will add up to 70% of the entire course grade. Weighting for each standard will vary depending on the course. The weighting for course standards can be reviewed in the course syllabus as well as in regular progress reports.
Formative assessments will appear in a single category titled “Formative” in the gradebook. All assignments will be weighted evenly and will be averaged. The formative grade will be 30% of the overall student grade. Should a student score better on a summative assessment than the formative assessments for that standard, the formative assessment grade will be replaced with the summative grade.
Note: Any time a standard has not yet been summatively assessed, SIS gradebook will redistribute the weighting across the other categories. This means that, at times, formative work may temporarily be weighted higher than 30% of the overall grade. We highly encourage students to lean into their formative work as well as prioritize retake opportunities throughout the school year. Not only will this lead to better performance in general, but it will also ensure student grades are the best reflection of what students know and are able to do.
What are final exams like?
Teachers are encouraged to create a culminating activity to reflect on what students have learned throughout the year. There are three options from which teachers can choose for the final exam:
- A reflective, formative activity. This can be used for grade replacement.
- An assessment on specific standards where the student did not perform well. This assessment will be used to inform the grade for that standard.
- A traditional cumulative exam. This grade is not calculated as a separate grade in the gradebook; rather it is included among other summative assessments.
How do quality points work for honors and AP classes?
For students who pass an AP/HNs course, an additional 1.0/.5 quality point will be added to the quality point value assigned to the final mark for purposes of calculating GPA. For example, a final grade of A in the course shall receive 5.0 quality points. No additional weight will be assigned to an F.
AP students are strongly encouraged to take the AP exam(s). This standardized examination is designed to measure content and skill mastery, and a successful score may earn credit and advanced placement in college.
- FCPS will pay for six total AP exams during a student’s academic career in FCPS. After six exams, students will be assessed a fee of $93 for an AP exam. Information for students who choose not to participate in an AP exam for a course in which they are currently enrolled will be provided later in the school year.
- AP Economics, AP US & Comparative Government, and AP Physics C (one-credit course): The curriculum for these courses is assessed through two separate AP tests. Because students are enrolled in one course that covers material for two tests, the related tests are considered as one test for the FCPS-funded test counts and fees.
What if a student submits an assignment past the due date?
Students remain responsible for turning in work within deadlines in order to receive timely feedback. An assignment may close, but the standard will remain open in order to continue to demonstrate understanding.
If a student knows work will be turned in late due to special circumstances, the student should communicate with teachers in advance to create an action plan.
Will students be able to retake or revise assessments?
Retakes or reassessments will be offered in each class.
Retakes involve redoing work from standards that need improvement. When a retake occurs, the highest score will be recorded as the grade for that assessment. There is no minimum grade to access a retake and no maximum score for students who complete the retake assessment. Teachers in each class will specify what a student needs to do before taking the retake assessment to ensure their success. For example, many teachers require that students complete any missed assignments, see the teacher for extra help, and/or complete test corrections in advance of a retake assessment. Many teachers have a four-week window for students to complete a retake assessment. We encourage students to begin the process as early as possible so they have a higher likelihood of success for future work in the course. Refer to the teacher’s syllabus for specific details.
Reassessments occur when a standard is revisited during the school year for everyone in the course. Generally speaking, a reassessment of a standard will involve class instruction and/or review prior to the reassessment. We highly encourage families to look carefully at student performance on formative work for these standards so students can take necessary steps to guarantee their success prior to the reassessment, such as seeing their teacher for extra help, completing additional practice, etc. Most, but not all reassessments are entered as a grade replacement in the gradebook, meaning the reassessment score will overwrite the previous assessment for that standard. Refer to the teacher’s syllabus for specific details.
What will I see in the gradebook? How can I see feedback in the gradebook?
There are three types of grades (scores) entered in SIS ParentVue and SIS StudentVue. One is in the form of feedback given on formative assessments and practice and will be categorized as “Formative”. These formative assignments will also follow a naming structure that helps you recognize which standard students are learning. The name of each formative assignment will follow this formula: “Course Name-Standard Number-Assignment Title”. In English 11, for example, a student practicing writing annotations (Standard 2) would have a formative assignment in the gradebook called “FO - St2 - Gatsby Chapter 2 Annotations”.
The second form is through summative assessments. These scores will be broken up by standard and will directly contribute to the student’s grade on those specific standards. Summative assessments will also be labeled through a schoolwide naming structure: “SU - Assignment Title”. For example, in English 11, the summative assessment for analytical writing would be called “SU - Gatsby Analytical Essay”. The standard number will be listed as a category next to the assignment name. If you have questions, reach out to your child’s teacher.
Lastly, teachers will communicate progress and proficiency about student behaviors that contribute to success in their class through a category called “Work Habits”. Examples of work habits might include homework completion in math class, managing long-term assignments in art class, following proper safety procedures in science or a cooking class, etc. Work habits will be listed in the gradebook according to the following naming structure: “WH - description of work habit”. For example, in Precalculus class, a teacher will communicate homework completion for Unit 2 as “WH - Unit 2 HW Completion”.
Scores for these habits will be:
- Exceeds Expectations: E (100)
- Meets Expectations: M (80)
- Developing: D (60)
- No Evidence: Mi (0)
These scores will contribute to an overall “Work Habits” score, but are not calculated into the student’s overall grade. This score is strictly used as a communication tool to help students and families understand where improvements might be necessary to ensure success in the class. Work Habits scores do not appear on report cards or transcripts.