NSU University School Student/Parent Handbook 2016-2017

Page 33 Midterm and final exams may not be taken earlier than the scheduled test date. Students may be given permission to take the exams at an alternative time; however, this must be cleared with the administration. Tests will not be administered before the exam week and will have to be made up afterward, typically during non-school days. SEMESTER AND FINAL EXAMINATIONS Students not in attendance for one or more exams and who have received approval for a prearranged absence, must take the exam during the semester break (for 1st semester exams) or over the summer (for 2nd semester finals). Guidance counselors will schedule such exams as soon as possible. Final exams that are made up after the scheduled testing dates at the end of second semester may not be corrected until teachers return at the beginning of the next academic year. FORMATIVE AND SUMMATIVE ASSESSMENT Research suggests that diagnostic and formative assessments provide feedback necessary to help students improve their learning. In line with the research, USchool believes that it is reasonable to afford all students every opportunity to show their best side, not just allow them one opportunity to demonstrate acquired knowledge, skills or strategies. **In the real world lawyers, doctors, pilots, and teachers are not penalized for multiple attempts at mastery for their professional qualifications/certificates. Formative assessment is the process used by teachers and students during instruction and before final measure of mastery that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes (Popham, 2009). These assessments are frequent (usually chunked) and ongoing , completed enroute to mastery ; ongoing assessments could be considered as “checkpoints” on students’ progress and the foundation for feedback given – the most useful assessment teachers can provide for students and for their own teaching decisions. The primary purpose for grading these assessments is to communicate student achievement and progress to students, parents and others and to guarantee that final student grades reflect what s/he knows. • Not all formative measurements will be graded; • Calculated grades will be calculated based on a total point system. • Summative/formative weighted split – approximately 65/35 percent • Grades should be based on individual, not group, achievement. • Effort and participation will be graded only if they are a stated as part of a specific learning goal (grade then based o a rubric). • Bonus questions related to the assessed topic on summative assessments are acceptable. • NO EXTRA work for extra points after the measurement (making grade higher is not acceptable on its face) Since homework is part of the “practice” of learning and should not be assigned until the student is comfortable with the concept/skill, it is recommended that daily homework serve as a checkpoint, rather than a graded formative measure, and it should not be busy work . If a student does not complete daily homework assignments, and does poorly on the formative, then the procedure for re-evaluating formative measurements must be implemented (starting with the completion of the original homework assignments). All students are expected to give their best effort on their first attempt . However, students who do not master the concepts are required to meet with the teacher for re-teaching opportunities. All students can request a chance to reassess; however, ALL students who make this request must follow the same procedure: • Meet with the teacher and document discussion with student to assess reasons for underperformance of formative • Determine plan for mastery to include the following steps: o Attend extra help and/or peer tutoring o Correct (or complete) the original assessment o Complete an additional learning activity • Re-measure learning • Reassess: o Date/time of re-assessment is determined by the teacher o Must be different format from the original assessment