Grading at Kingsway
An assigned grade measures student achievement relative to identified grade-level standards, course outcomes, and overall curricular goals and objectives. Grades inform students, parents, teachers, and administrators of the degree to which proficiency and/or mastery has been attained and help teachers adjust instruction to meet the individual needs of all students.
Teachers within the Kingsway Regional School District consistently use the following grading categories and percentages:
- Primary - Assessments/assignments in this category comprise 40% of a student’s grade & typically assess multiple standards introduced throughout the unit or multiple units.
- Secondary - These assessments/assignments account for 40% of a student’s grade & typically focus on the discrete skills and understandings students need to acquire before engaging in a primary assessment/assignment. These assessments/assignments are able to be redone in line with the District's Reassessment Practice.
- Supportive - In this category, 20% of the overall grade is earned. These assessments/assessments usually focus on scores achieved from independent work towards proficiency or mastery in the standards.
In addition to consistent grading categories, the district has established minimum assignments/assessments within each category to ensure a balance that best represents a student’s academic performance in relation to grade-level standards. The minimum number of assignments to be planned throughout the semester within a teacher's grade book is below.
End of Semester
End of Year
The student demonstrates mastery of content & skills and is ready to move forward.
The student demonstrates strong proficiency in content & skills and is ready to move forward.
The student demonstrates proficiency in concepts & skills and would benefit from continued reflection & learning on needed/identified areas to move forward with confidence.
The student demonstrates proficiency below grade-level concepts & skills and should engage in reflection & additional learning on needed/identified areas to close gaps and move forward with confidence.
The student demonstrates a lack of proficiency in grade-level concepts & skills and should engage in reflection & additional learning on needed/identified areas to close gaps and move forward with confidence.