Evaluation
Practices
Miss Groves
Literacy
6 West
Preparation/Processing Assignments
These assignments will typically receive completion credit. These assignments
serve as skill practice, preparation for class discussion, and/or preparation of a
piece of work for peer or teacher feedback.
Communication/Formative Assessments
These assignments will be evaluated with relation to the learning
standard/target. This process serves as practice for the student and a check for
understanding during the learning process, while providing information needed
to adjust teaching and learning while they are still happening. These
assignments allow the teacher to assess skills we will learn and then use
throughout the school year. Examples include vocabulary checks/quizzes,
novel responses, graphic organizers, text analysis and Writer’s Notebook
checks.
Summative Assessment/Final Product/Performance
Summative assessments show mastery of learning that has already taken
place. After a skill or content standard has been introduced, practiced, and
studied, students will demonstrate their understanding through a summative
assessment. These evaluations of learning will be graded using the ESMT
scale. You may have the opportunity to retake or resubmit a summative
assessment after conferencing or reviewing with Miss Groves. Examples of
summative assessments include essays, projects, unit/novel tests.
A Closer Look at Literacy Assignments
Writers Notebook: The Writers Notebook includes in-class and extended written reflections on
reading materials, responses and reflections on in-class discussions and experiences, and
various “quick writes”. These writings are designed to deepen students’ understanding of
what they read. In addition, they serve as pre-writing for major written assignments. The
WNB contains a significant portion of students’ class work and addresses the processes of
reading and writing.
Vocabulary and Language Study: Students take an end-of-quarter vocabulary test over the
words identified for the quarter. Practice quizzes are offered at various intervals – but these
do not count in the final grade. VLS grades may also be assigned for various assignments
in which students are asked to identify or produce examples of specific terms. The LSNB
(Language Study Notebook) may also have graded components that contribute to VLS
grades.
Explorations and Invitations: Students select two EXPLORATIONS for First Quarter, three
EXPLORATIONS and/or INVITATIONS for Second and Third Quarter, and two
EXPLORATIONS for Fourth Quarter. (INVITATIONS are encouraged, but optional, during
First Quarter and Fourth Quarter). Specific criteria for grading these assignments will be
offered in class and/or available on the EXPLORATIONS tab of Miss Groves’ website. All
EXPLORATIONS may be revised and resubmitted for re-grading, providing they were
submitted on time in the first place. The deadline for resubmitting assignments is generally
a week before the end of the grading period, and will be posted in class and on the
HOMEWORK website. INVITATIONS may not be re-graded and make-up opportunities
cannot be provided.
Final Projects/Final Drafts: WNB entries and other class experiences often culminate in
a multi-draft writing piece or a project of some sort. These assignments are intended as
opportunities for students to synthesize what they have been learning. Final projects/drafts
might include major writing pieces, performances, book projects, or 3-D/digital
presentations. These assignments generally take place over an extended period of time
and involve multiple drafts/revisions. The projects reflect the final products of reading and
writing. Criteria for quality work are shared with students and feedback is provided along
the way. Generally, Final Projects/Drafts are not eligible for revise/resubmit – in large part
because of the feedback and revision opportunities offered along the way.
**Class participation, homework completion, and “behavior” are not directly reflected in
student grades. They do, however, contribute to students’ learning by supporting the
development of “rough draft thinking”. Grades reflect engagement in the processes of
reading, writing and speaking, and the creation of final products that demonstrate new skills
and new understandings of central concepts.