FREQUENTLY ASKED QUESTIONS
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does this class use the 80/20 grading system? HOw is the grade calculated?
Honors American History uses a weighted-grading system in compliance with GHS's 80/20 system. In this class, the material that is considered "assessment" is weighted 80%, while the remaining 20% is "practice." However, those two broad categories are further broken down into more specific grade categories.
The assessment portion of the grade (totaling 80%) consists of tests (30-40%), writing (25-30%), and participation & effort (15%); the practice portion of the grade comes from quizzes (15%) and random assignments (5%). The weight of each category is subject to change each quarter, but usually falls somewhere in the range listed. The advantage of breaking the overall grade down this way is that it allows student, parent, and teacher to evaluate a student's performance and progress in each aspect of the course to determine where improvement is needed.
The assessment portion of the grade (totaling 80%) consists of tests (30-40%), writing (25-30%), and participation & effort (15%); the practice portion of the grade comes from quizzes (15%) and random assignments (5%). The weight of each category is subject to change each quarter, but usually falls somewhere in the range listed. The advantage of breaking the overall grade down this way is that it allows student, parent, and teacher to evaluate a student's performance and progress in each aspect of the course to determine where improvement is needed.
my grade is lower than i hoped. what does that mean?
This is a common concern among students in advanced courses and their parents, especially in the first part of each semester. First, be aware that advanced courses are more challenging than most other courses a student can take while in high school, and both parents and students should expect some struggles early on, with grades lower than those to which they may be accustomed. (To offset this, honors-level course grades are given an additional one-half quality point when calculating GPA so long as the grade is a C or better.) Also, it is important to understand how a weighted-grading system works. Because certain parts of the grade are weighted more than others, this can distort a student's overall grade - it can appear lower or higher than it likely truly is - at any time in the grading period, especially in the first several weeks. It is fair to say that a student's grade is never really accurate until the very last day of the grading period, when it is absolutely correct. If your grade is lower than you want it to be, consider the following:
- Examine each category of grades and determine which area(s) is bringing your overall grade down. Then, work to improve that area.
- You, the student, should set up a conference with me immediately to discuss how you can improve performance in that area.
- Review the advice letters from previous students that I gave you early in the semester. Are you following their advice?
- Know that there are a few things that will give your grade a small boost at the end of the quarter, too. At quarter's end, I will "drop" a student's lowest ID/RC quiz grade (assuming the student meets certain criteria) and I will add any earned bonus points into the grade calculation. These can enhance a student's grade, if applicable, as much as 2-3%.
WHAT ARE ID/RC QUIZZES? HOW ARE THEY SCORED?
Identification (ID) and reading comprehension (RC) quizzes are short quizzes that check how well a student has read and prepared for class. While these quizzes are only scored out of 6 points, they collectively make up 15% of the overall grade, and therefore, are very important. Reading the textbook and being prepared to participate in class each day are the foundation of everything we do in this course. A student cannot expect to do well on a test, write a quality essay, or effectively participate in class unless he/she has read the textbook first. These quizzes are one way to ensure that a student does this.
An identification (ID) quiz asks a student to give a synopsis of a particular term (usually historical events or topics) from the previous night's reading. Students are given three to five minutes to write as much as they know about the subject, but are encouraged to include the following components: causes, description, results and effects, and significance ("CaDRES" format). A reading comprehension (RC) quiz asks a student a broader question about the reading (usually to summarize or describe a concept), giving three to five minutes for the student to summarize all he/she knows, usually in bullet-list fashion.
Both types of quizzes are scored out of 6 points. Students who consistently earn 5 or 6 on these quizzes usually do well on tests and other quizzes, participate often, and write good essays. In short, they do well in the class. Here's what a score on an ID or RC quiz usually indicates about the student's preparation:
The most important thing about ID/RC quizzes is consistency. If a student consistently earns a 4 or 5 on these quizzes, he/she will probably come to understand the rest in class discussion and be fine by test time. The 4 or 5 out of 6 will not be too harmful to the overall grade, and the student will likely feel confident to participate in class and ask questions about the reading. By being consistent with the reading and preparation, the student will not have any "gaps" in his/her knowledge. The frustrating thing is inconsistency - a student who has earned 4's or 5's followed by 0's or 1's. A student who is struggling with this skill should set up a conference with me for help.
If absent for an ID/RC quiz, students will not be able to make it up. No grade will be entered, and the student's overall grade will not be affected either way. There are typically 8 to 12 quizzes given in a grading period, so a student can still be fairly assessed if he/she has missed a few of these.
As a courtesy, I will drop the lowest ID/RC quiz grade at the end of each grading period if the student was present for all or all but one of the quizzes that quarter. This allows each student the chance to have one "bad day" without repercussion.
An identification (ID) quiz asks a student to give a synopsis of a particular term (usually historical events or topics) from the previous night's reading. Students are given three to five minutes to write as much as they know about the subject, but are encouraged to include the following components: causes, description, results and effects, and significance ("CaDRES" format). A reading comprehension (RC) quiz asks a student a broader question about the reading (usually to summarize or describe a concept), giving three to five minutes for the student to summarize all he/she knows, usually in bullet-list fashion.
Both types of quizzes are scored out of 6 points. Students who consistently earn 5 or 6 on these quizzes usually do well on tests and other quizzes, participate often, and write good essays. In short, they do well in the class. Here's what a score on an ID or RC quiz usually indicates about the student's preparation:
- 0 or 1 - Typically, the student did not read for class. On a rare occasion, he/she may have been confused about the term or simply "choked." If a student earns a 0 or 1 more than once in a quarter, this is usually a bad sign.
- 2 or 3 - This suggests the student read quickly or simply skimmed the course notes, but did not invest the time to really understand the reading. Occasionally, a student can earn a 2 or 3 by checking with another student before class and reciting this on the quiz. Over time, this will catch up with the student in the form of low test grades, poor participation, and/or weak essays.
- 4 - This is an acceptable score, although the goal is to improve from here. Usually, the student read but left out some important information on the quiz that prevents him/her from earning a higher score. If a student consistently earns 3's or 4's, he/she should see me for help.
- 5 - This is a good score. Typically, the student read well but simply left out one key piece of information vital to the term or concept.
- 6 - This is an excellent score and not always easy to attain. The student read well and grasped the key elements of the term or concept.
- 7 - This is exceptional. Not only did the student provide all the necessary information in the three main areas (Causes, Description, and Results/Effects), but he/she was able to grasp the Significance of the event, which is not required.
The most important thing about ID/RC quizzes is consistency. If a student consistently earns a 4 or 5 on these quizzes, he/she will probably come to understand the rest in class discussion and be fine by test time. The 4 or 5 out of 6 will not be too harmful to the overall grade, and the student will likely feel confident to participate in class and ask questions about the reading. By being consistent with the reading and preparation, the student will not have any "gaps" in his/her knowledge. The frustrating thing is inconsistency - a student who has earned 4's or 5's followed by 0's or 1's. A student who is struggling with this skill should set up a conference with me for help.
If absent for an ID/RC quiz, students will not be able to make it up. No grade will be entered, and the student's overall grade will not be affected either way. There are typically 8 to 12 quizzes given in a grading period, so a student can still be fairly assessed if he/she has missed a few of these.
As a courtesy, I will drop the lowest ID/RC quiz grade at the end of each grading period if the student was present for all or all but one of the quizzes that quarter. This allows each student the chance to have one "bad day" without repercussion.
How is participation scored? why is participation graded?
Participation is an integral part of this course. Participation is defined as any constructive contribution to the overall learning of the individual student or his/her classmates. This includes answering and asking questions, arguing, debating, commenting, complimenting, sharing, teaching, cooperating, and helping others. In addition to one’s own contributions, an important part of participation is listening to and engaging the contributions of others. Furthermore, participation can involve attendance at review sessions, after-school bonus-point opportunities, and contributions to course websites/blogs. As a general rule, each student must participate in class each day, by asking or answering at least one question.
Participation grades will be recorded at the end of the second, fourth, sixth, and ninth weeks of each quarter. Each participation grade is scored out of 25 points, and together comprises 15% of the overall quarter grade. Only voluntary participation is recorded and factored into this grade. The scores are determined using the following criteria:
25 (A+) Participation is exceptional and consistent. The student participates frequently in each class and in a variety of ways.
Comments are always thoughtful and reflective, and demonstrate a sincere interest in and understanding of the subject matter. Moreover, the student often asks questions that pertain to the topic at hand and that enhance the overall learning of the class.
23-24 (A) Participation is frequent, occurs daily. The student participates a few times in each class. Comments are often thoughtful and reflective, and demonstrate interest in and understanding of the subject matter. Moreover, the student occasionally asks questions that pertain to the topic at hand and that enhance the overall learning of the class.
20-22 (B) Participation is rather frequent, occurs most every day. The student participates in positive ways, although comments may not always reflect the depth and thought of higher scores. The student occasionally asks questions, although not as frequently or effectively as above.
18-19 (C) Participation is occasional, occurs a few times a week. The student’s participation only occasionally reflects the depth and thought of higher scores. Student rarely asks questions.
15-17 (D) Participation is infrequent and inconsistent, occurs once or twice a week. There is little thought or reflection displayed in the student’s comments, although there is some. Student rarely asks questions.
12-14 (F) No meaningful participation.
Participation is evaluated in this course for several reasons. First, the ability to communicate - in person and in large groups - is an essential academic, work, and life skill; therefore, upper-level high school classes should both teach and encourage students to improve their participation skills. Moreover, students spend much of their academic career developing the ability to read and write, but then enter a career environment in which they need to communicate effectively in order to be successful. While some careers involve a great deal of reading and writing, almost all require effective communication. Lastly, it seems unfair that students are graded based on how well they demonstrate knowledge in writing or on tests, but are never given credit for demonstrating their knowledge verbally.
Participation grades will be recorded at the end of the second, fourth, sixth, and ninth weeks of each quarter. Each participation grade is scored out of 25 points, and together comprises 15% of the overall quarter grade. Only voluntary participation is recorded and factored into this grade. The scores are determined using the following criteria:
25 (A+) Participation is exceptional and consistent. The student participates frequently in each class and in a variety of ways.
Comments are always thoughtful and reflective, and demonstrate a sincere interest in and understanding of the subject matter. Moreover, the student often asks questions that pertain to the topic at hand and that enhance the overall learning of the class.
23-24 (A) Participation is frequent, occurs daily. The student participates a few times in each class. Comments are often thoughtful and reflective, and demonstrate interest in and understanding of the subject matter. Moreover, the student occasionally asks questions that pertain to the topic at hand and that enhance the overall learning of the class.
20-22 (B) Participation is rather frequent, occurs most every day. The student participates in positive ways, although comments may not always reflect the depth and thought of higher scores. The student occasionally asks questions, although not as frequently or effectively as above.
18-19 (C) Participation is occasional, occurs a few times a week. The student’s participation only occasionally reflects the depth and thought of higher scores. Student rarely asks questions.
15-17 (D) Participation is infrequent and inconsistent, occurs once or twice a week. There is little thought or reflection displayed in the student’s comments, although there is some. Student rarely asks questions.
12-14 (F) No meaningful participation.
Participation is evaluated in this course for several reasons. First, the ability to communicate - in person and in large groups - is an essential academic, work, and life skill; therefore, upper-level high school classes should both teach and encourage students to improve their participation skills. Moreover, students spend much of their academic career developing the ability to read and write, but then enter a career environment in which they need to communicate effectively in order to be successful. While some careers involve a great deal of reading and writing, almost all require effective communication. Lastly, it seems unfair that students are graded based on how well they demonstrate knowledge in writing or on tests, but are never given credit for demonstrating their knowledge verbally.
I NEED HELP WITH MY ESSAY. WHAT CAN I DO?
Students who are preparing an essay in advance are encouraged to share it with me for some early feedback. Due to the sheer number of students in the course, however, students must follow these guidelines when asking for help:
- Students may only ask for assistance with one essay per unit.
- The essay must be shared with me via Google Docs at least 48 hours before the essay is due or the essay will be written in class.
- The essay should be in a format very similar to the essay template. If not in the template itself, then a line should be skipped between each sentence so it is easy to identify the setting, comment, subtopic sentences, etc.
- Students should indicate which part of the essay they need help with. If not indicated, I will focus on the introduction paragraph.
- Once feedback is provided, students should not re-send it for additional feedback.
- Students must understand that it may take up to 24-48 hours before they receive any feedback.