Trey Coles Math Class

Sample 1
Graded Work Weekly Points
Weekly Math
Quizzes
Homework

Projects (2)
Mid-Term
Exam
Final-Exam

15 points/week
9 tests per grading
period
3 assignments/week
20 points each
assignment
3x20x9(weeks)
100 x2
100
100

Total
Points
135

Students Scores

540

200
100
100
1075

Sample 2
Graded Work
Weekly Math
Quizzes
Homework

Unit Test
Attendance
Posters (4)
Behavior
Turning
paper in on
Loose-leaf
Covering
books
Bringing
back signed
test
Short
Essays (2)

Weekly Points
30 points/week
10 tests per grading
period
30 points each
assignment
5 assignments per
grading period
200
100
25 4x
100
25

Total
Points
300
150

200
100
100
100
25

25

25

25

25

25x2

50
1075

Students Scores

Numerical Grade
4

Phrase
Exceeds grade level

Meets grade level

Working towards grade level

Not meeting grade level

Sample 3

Description
Student has demonstrated
advance understanding of
multi-digit whole numbers,
understanding the point
value, and connecting
decimal notation to a
fraction
Student is proficient in using
multi-digit whole numbers,
understanding the point
value, and connecting
decimal notation to a
fraction; student is on right
path to meet our academic
expectations.
Student has basic
understanding in multi-digit
whole numbers; student is
partially proficient in
understanding point value;
connecting decimal notation
to fraction; The students
performance is not always
consistent.
Student has minimal
understanding in multi-digit
whole numbers; Student has
difficulty in understanding
point value; Student has
difficulty in connecting
decimal notation to fraction;
Performance is inconsistent
even with guidance and
support.

As I mentioned in class the other day, the difference between these three charts is
how grades are earned and how theyre given. In chart 1, it explains students how and
why they didnt receive the grade they wanted. Also, it shows the students that there will
not be any freebees in earning points. Freebees indicate receiving extra credit or ways
to pull up a grade should you fail a test. Chart 1, was definitely something I preferred to
avoid during my young school days.
Chart 2, was something I greatly appreciated growing up during school. This chart,
help students like me who failed test and other materials in order to pass the class. Yes,
this system wouldnt truly assess a students knowledge, but had it not existed I
probably would still be in grade school. This system really helped me get through grade
school and secondary schooling.
Chart 3, it assesses on mastery rather than point system. I believe its more
focused on what you know rather than what you get right. So, practicing this method
allows teachers to see how proficient their students are with the material. I would like to
believe this would lower the stress level a student, whos worried about receiving a
grade.
Re-do
S1- The student was able the master the difference in shapes. They were able to master
telling time and understand the structure of a clock.
S2-Student showed an average understanding in the difference between shapes. Also,
demonstrated an average understanding in telling time. At times they would mix the
hour hand with the minute hand.
Student was able to tell the difference
between shapes and objects. Ex.
Rectangle, Circle, and Squares
Student was able to tell analog time.
Student understood the difference between
the minute hand and hour hand.
S3- Student showed below basic understanding of shapes. The student would often
confuse shapes with other shapes. For example, when asked to identify a circle they
would say square. Also, the student never grasped how to tell time. The student
struggled to tell the difference between the minute hand and hour hand.