Marking and Assessment
Assignments are marked using either a rubric (for major assignments) or the four point scale (for quick marking a single criteria or minor assignments). Both are tied to the BC Performance Standards and loosely connected in letter grades as indicated in the table below. However, it should be stressed that marking at the elementary is inherently qualitative and not a percentage based system as found in high schools.
"So what did I get?"
As much as possible, I hope that no student will ever be able to look at a rubric and answer that question. Rubrics are highlighted and given back to the student. No summary mark will be given because the focus should be on what to do to improve next time, not what you “got”. (note that I have use arrows on the rubrics rather than performance standard language) Even averaging the columns won't really give a 'score' because different sections might go to different subjects for report card purposes. For example, on a Science rubric, content/information goes towards the science letter grade and paragraphing/spelling towards the L. Arts letter grade.
In an effort to try to help students use feedback to improve for future assignments, I have started trying to use common categories on rubrics, even for different subjects. Currently, this is summed up by the word LEMON and you will see this on rubrics and can use it to talk about the assignment with your child.
L – learning goals – did you demonstrate the original purpose of the assignment?
E – elaboration – did you give full details and expand on ideas fully?
M – meet criteria – did you do all the things you were assigned to do?
O – organization – did you arrange your information in a good way?
N – neat – did you pay attention to presentation, including spelling and punctuation?
"So what did I get?"
As much as possible, I hope that no student will ever be able to look at a rubric and answer that question. Rubrics are highlighted and given back to the student. No summary mark will be given because the focus should be on what to do to improve next time, not what you “got”. (note that I have use arrows on the rubrics rather than performance standard language) Even averaging the columns won't really give a 'score' because different sections might go to different subjects for report card purposes. For example, on a Science rubric, content/information goes towards the science letter grade and paragraphing/spelling towards the L. Arts letter grade.
In an effort to try to help students use feedback to improve for future assignments, I have started trying to use common categories on rubrics, even for different subjects. Currently, this is summed up by the word LEMON and you will see this on rubrics and can use it to talk about the assignment with your child.
L – learning goals – did you demonstrate the original purpose of the assignment?
E – elaboration – did you give full details and expand on ideas fully?
M – meet criteria – did you do all the things you were assigned to do?
O – organization – did you arrange your information in a good way?
N – neat – did you pay attention to presentation, including spelling and punctuation?