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Explanation of the Grading Policy
A grading policy, also called the standard-based assessment model, for English Language Arts (ELA) Year 6, focuses on learning progress different from traditional approaches. Learning institutions have long implemented a common assessment framework that focuses on academic grades’ collective accomplishment (Burgess and Cargill, 2017). In essence, performance is determined by averaged grades attributed to different subjects or modules. However, the standard-based assessment policy for ELA Year 6 is intended to measure progress and growth among learners at different levels. Performance is continuously measured using classroom discussion activities and outdoor practical sessions, which determine individual skills, standards, and goals (Hanauer and Englander, 2013). Learners are expected to make submissions of academic activities periodically for cumulative grading during final evaluation. The grading policy keeps a record of integrated assessment tools, which improve intellectual development in critical thinking, decision-making, and problem-solving among learners.
Types of Assessments
Students participate in different types of assessments as guided by the school’s administration. The standard-based model is useful for measuring academic progress among students after every learning module (Burgess and Cargill, 2017). The grading policy for ELA Year 6 adopts both the summative and formative types of measuring intellectual development. The latter is useful for instructional units and is mostly prepared in the middle and final weeks, as indicated in a specific schedule (Burgess and Cargill, 2017). Mid-term assessments are common in this grading policy, which accumulates the millstone progress of a learner. Additionally, summative assessments are instrumental in ensuring mastery of skills, standards, and goals as intended in learning outcomes. Sufficient knowledge of objective decision-making presents substantial academic accomplishments (Hanauer and Englander, 2013). Learners adopt measures of interaction and engagement with classmates to enhance the outcomes of learning processes. Communication ethics constitute important attributes acquired from academic contexts of interaction including class discussions.
Moreover, the standard-based assessment model integrates the formative approach to measuring academic progress among students. This model allows teachers to determine the overall contribution of a student towards attaining a given grade. Merit is granted based on active interaction and progressive participation in different modules (Englander and Corcoran, 2019). High-performing individuals depict consistency in assessment performance, as evidenced in modern grading policies (Burgess and Cargill, 2017). Most notably, the formative assessment avoids grading learners as many varying activities are measured throughout school sessions. As a result, teachers provide tailored comments intended to improve academic gaps in achieving high grades. The standard-based system depicts flexibility in allowing alternative measures of progress informative assessments. Both teachers and learners can collaborate to improve the latter’s academic performance, evidenced in high grades.
The Strategy for Attaining Assessment Goals
Meeting assessment goals is an important objective for teachers implementing the standard-based grading policy for ELA Year 6 learners. The tools and resources used to measure, evaluate, analyze, and provide comments for assessments are inclined to achieve specified skills, goals, and standards (Englander and Corcoran, 2019). For instance, class discussions are considered fundamental in developing interaction skills and measuring confidence levels as expected in the standard-based grading model. Similarly, summative and formative assessments are vital tools for achieving assessment goals outlined by teachers (Yazan and Rudolph, 2018). Assessment goals are evaluated at strategic learning milestones, which also involve other stakeholders, including parents. The inclusion of diverse contributions is important for acquiring knowledge intended to achieve particular goals. A standard-based system of grading develops learning continuity among ELA Year 6 learners.
Effectiveness of the Assessment Policy
Assessment policies are effective when teachers integrate learning activities coherently and relevantly. Every learning session has a list of outcomes describing academic progress and growth. The standard-based grading system is effective as it allows teachers to assess different skillsets among learners (Yazan and Rudolph, 2018). For instance, ELA Year 6 students might encounter substantial challenges in reading and writing. However, the same learners could depict other skills and knowledge aimed at obtaining high academic achievements (Hanauer and Englander, 2013). The language barrier presents a challenge for teachers in favor of the standard-based model of grading. Students learning English as a second language, for example, could be challenged in understanding learning outcomes aimed at writing and reading (Kirkpatrick, 2017). Most importantly, a planning document is important for organizing academic content uniquely developed for students with identified challenges.
Assessment policies can be effective with vital improvement from both teachers and learners. ELA Year 6 students are primarily expected to develop reading and writing skills, which grow gradually. Incorporating interactive and practical class sessions is critical for allowing students to develop individual standards (Hanauer and Englander, 2013). Moreover, the standard-based framework is modified to create assessments that improve academic grades among students. Frequent communication among students with interaction challenges can enhance personal traits such as confidence and public speaking. The grading system enables teachers to acquire teaching resources from varying sources. The effectiveness of learning tools and teaching materials for the standard-based model ensures flexibility and relevance in achieving specified goals, knowledge, and objectives (Yazan and Rudolph, 2018). Most importantly, the standard-based model provides progressive learning among students with varying challenges of social interaction.
Reference list
Burgess, S. and Cargill, M. (eds.) (2017) Publishing research in English as an additional language: practices, pathways and potentials. Adelaide: University of Adelaide Press.
Englander, K. and Corcoran, J. N. (2019) English for research publication purposes: critical plurilingual pedagogies. Abingdon: Routledge.
Hanauer, D.I. and Englander, K. (2013) Scientific writing in a second language. Anderson: Parlor Press.
Kirkpatrick, R. (ed.) (2017) English language education policy in the Middle East and North Africa. London: Springer International Publishing.
Yazan, B. and Rudolph, N. (eds.) (2018) Criticality, teacher identity, and (in) equity in English language teaching. London: Springer International Publishing.
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