This document provides a guide for parents on assessment and grading practices for 4th grade. It outlines the Common Core standards for English/Language Arts, Math, Social Studies and Science. It also includes samples of progress reports and rubrics used to evaluate student work. The document discusses a shift from traditional grading to mastery-based learning where students can improve work until they demonstrate understanding. Homework and late/incomplete work policies are explained. The teacher's goals are to help all students master content and become lifelong learners through meaningful learning experiences and open communication.

1. A PARENT’S GUIDE TO
ASSESSMENT AND
GRADING IN FOURTH
GRADE
Mrs. Mackie
2012

2. Common Core Standards for
Language Arts
Content Area Standards
•Literature: Key Ideas & Details, Craft &
Language Arts: Reading Structure, Integration of Knowledge & Ideas,
Range of Reading & Complexity of Text
•Informational Text: Key Ideas & Details,
Craft & Structure, Integration of Knowledge &
Ideas, Range of Reading & Complexity of
Text
•Foundational Skills: Phonics & Word
Recognition, Fluency
•Text Types and Purposes
Language Arts: Writing •Production & Distribution of Writing
•Research to Build and Present Knowledge
•Range of Writing
•Comprehension & Collaboration
Language Arts: Speaking •Presentation of Knowledge & Ideas
and Listening
For more detailed information, please refer to your Fourth Grade Curriculum
Packet or visit http://www.corestandards.org

3. Common Core Standards for
Mathematics
Content area Standards
Mathematics •Operations & Algebraic Thinking
•Number and Operations in Base 10
•Number and Operations—Fractions
•Measurement and Data
•Geometry
•Mathematical Practices
For more detailed information, please refer to your Fourth Grade Curriculum
Packet or visit http://www.corestandards.org

4. Ohio Academic Content Standards
for Social Studies and Science
Content Area Standards
•History
Social Studies •People in Societies
•Geography
•Economics
•Government
•Citizenship Rights and Responsibilities
•Social Studies Skills & Methods
•Earth & Space Science
Science •Life Science
•Physical Science
•Science & Technology
•Scientific Inquiry
•Scientific Ways of Knowing
For more detailed information, please refer to your Fourth Grade Curriculum
Packet or visit http://www.ode.state.oh.us

5. Sample of a Progress Report for
Fourth Grade
 Available online at:
http://www.olentangy.k12.oh.us/district/curric/g
radecardcriteria/ProgressReport4.pdf
M for Meeting
E for Exemplary
(Meeting grade level
(Excellent or Exemplary
expectations toward the
work toward the standard)
standard)
Learning
Grades
P for Progressing N for
(Moving toward grade level Needs Improvement
expectations for the (Experiencing difficulty
standard with assistance) requiring much assistance)

6. Mastery
 Mastery is demonstrated by:
 85% accuracy with a concept OR
 Meeting the criteria for “Meets” or “Exemplary” on a rubric
Collaborative Group Work Rubric
Teacher Name: Mrs. Mackie
Student Name: ________________________________________
CATEGORY Exemplary Meets Progressing Needs Improvement
Contributions Routinely provides useful ideas Usually provides useful ideas Sometimes provides useful Rarely provides useful ideas
when participating in the group when participating in the group ideas when participating in the when participating in the group
and in classroom discussion. A and in classroom discussion. A group and in classroom and in classroom discussion.
definite leader who contributes strong group member who tries discussion. A satisfactory group May refuse to participate.
a lot of effort. hard! member who does what is
required.
Quality of Work Provides work of the highest Provides high quality work. Provides work that occasionally Provides work that usually
quality. needs to be checked/redone by needs to be checked/redone by
other group members to ensure others to ensure quality.
quality.
Focus on the task Consistently stays focused on Focuses on the task and what Focuses on the task and what Rarely focuses on the task and
the task and what needs to be needs to be done most of the needs to be done some of the what needs to be done. Lets
done. Very self-directed. time. Other group members can time. Other group members others do the work.
count on this person. must sometimes nag, prod, and
remind to keep this person on-
task.
Working with Others Almost always listens to, shares Usually listens to, shares, with, Often listens to, shares with, Rarely listens to, shares with,
with, and supports the efforts of and supports the efforts of and supports the efforts of and supports the efforts of
others. Tries to keep people others. Does not cause others, but sometimes is not a others. Often is not a good team
working well together. "waves" in the group. good team member. player.
Date Created: Mar 11, 2012 04:46 am (UTC)

7. Traditional Grading Practices vs.
Mastery Learning
Traditional Grading Mastery Learning
(i.e. “Old School”) (i.e. 21st Century)
• The focus is on students earning • The focus is on students learning
grades
• Second chances are allowed
• One chance to “get it right”
• Teacher’s goal is to ensure every
• Teacher’s goal is to categorize student masters the content
student achievement
• Collaboration is integral
• Competition is inherent
(Guskey, 1994; Guskey & Marzano, 2001; Reeves, 2002; Stiggins, 2005).

8. Assessing Student Learning
 Learning will be assessed through:
 Class Work (Individual Assignments, Group Work etc.)
 Conferencing with Teacher
 Projects/Portfolios
 Assessments (Quizzes, Tests, Projects etc.)
 Teacher Observation of Learning/Behavior
 Homework

9. From Assessment to Grades
 “Grades” on all assignments will be collected as data about your
child’s progress over the course of the semester—but the final
grade will be based off of the end of unit assessments (tests,
projects, and/or portfolios).
After some additional Lee would receive a
practice, Lee “M” for that standard
Lee demonstrates an demonstrates that he on his grade card.
“N” level of has mastered the
His grade is not
understanding of a standard. He receives
an 89% for that lowered by his initial
concept in class and “N” grades because
on homework standard on the unit
test and a “M” on his what matters is that he
unit project. mastered the concept.
 Homework completion is counted as an “Effort and Quality” grade in
the “Effort/Work Habits/Personal Growth” area(s) of the grade card.

10. Homework Expectations
Teacher Students Parent
• Mrs. Mackie will not • Students will record • Parent(s) may
assign homework all homework provide appropriate
unless it is a assignments in their assistance as
valuable learning student planner needed
experience or
practice activity • Students will • Parent(s) may
complete homework communicate with
• Mrs. Mackie will assignments using teacher about any
provide timely “best effort” questions or
feedback to concerns
students • Students will
complete and return
assignments on
time

11. Room for Improvement
“In real life, we are
constantly working on
problems, making
modifications, improving
our work, and then
examining it to see if it
meets the needs of our
colleagues or if it needs
yet more improvement”
(Reeves, 2002, p. 20).

12. Correcting Work
 At my discretion, students may correct or redo work on
tests, quizzes, or other assignments
 The student must complete and submit a “Redo
Correction Packet” with the assignment. The Packet
may include:
 Redo Registration Card (signed by parent,student,
and teacher)
 Initial Reflection Form
 Action Plan
 Detailed Timeline
 Corrected Assignment
 Final Reflection
Note: The contents of the packet may vary based on the assignment type/content
area. Items in red are always required.

13. Late or Incomplete Work
Homework Class Work
 The No Busy Work  All work must be
Pledge means that all completed
assignments are  Late/unacceptable work
important and must be will be given an “I” (for
completed Incomplete) until it is
submitted/corrected
 If a student does not  Late work must be
have homework submitted with a Late Work
completed, he/she will Explanation Form
attend Lunch Lab to  Corrected work must be
complete the submitted with a Reflection
assignment Form

14. Goals
 My #1 goal is to help each and every child master the content and
grow into confident, competent, life-long learners.
 I want to engage learners in meaningful, engaging, appropriately
challenging learning experiences each and every day.
 I want to keep the lines of communication between home and
school open so that together parents, students, and teachers can
support each other in their respective roles.

15. References
Guskey, T. R. (1994). Making the grade: What benefits students? Educational Leadership,
52, 14-20.
Guskey, T. R., & Marzano, R. J. (2001). Developing grading and reporting systems for student
Learning. Thousand Oaks, CA: Corwin Press, Inc.
Reeves, D. B., (2002). Making standards work: How to implement standards-based assessments in
the classroom, school, and district (3rd ed.). Denver, CO: Advanced Learning Press.
Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success
in standards-based schools. Phi Delta Kappan, 87(4), 324-328.