1. V. Grading Procedures for High Schools (pages 8-9 of document)
(http://www.calvertnet.k12.md.us/departments/administration/policies/policysection.asp?
section=3000&policynumber=3415#3415
A. Arriving at the Grade - High School
Teachers shall:
1. Provide daily written instructional objectives and give students continual feedback on the quality of work relative to the
Calvert County course standards and the Maryland State Curriculum (MSC) and Core Learning
Goals developed by MSDE.
2. Determine the relative value of assignments and clearly convey this information to students. Values cannot be changed
once they are conveyed to the students.
Each assignment will be given a percent grade. That means every grade will be a grade out of 100%
3. Determine the weighting of categories of grades and consider the number and value of assignments in proportion to the
weighting of categories of grades.
• Each quarter will have 4-6 tests; 6-12 quizzes; 4-8 labs; 8-30 process grades
• Honors Physics:
PRDUCT GRADE: 85%--Test 55%; Quizzes 15%; Labs 15%
PROCESS GRADE: 15%--Includes homework, class work, worksheets, etc.
• AP Physics C:
PRDUCT GRADE: 85%--Test 55%; Quizzes 15%; Labs 15%
PROCESS GRADE: 15%--Includes homework, class work, worksheets, etc.
• AP Physics B Lecture Grade:
PRDUCT GRADE: 85%--Tests 60%; Quizzes 25%
PROCESS GRADE: 15%--Includes homework, class work, worksheets, etc.
• AP Physics B Lab Grade:
PRDUCT GRADE: 80%--Labs, formal labs, lab quizzes
PROCESS GRADE: 20%--Includes participation, pre-labs, very basic labs, etc.
b. A student’s quarter grade must consist of no less than 70% product assignments. In other words, the total weight of
product categories must be at least 70%. Exception: in activity-based Physical Education classes, the student’s quarter
grade must consist of no less than 30% product assignments.
c. A student’s quarter grade may consist of no more than 30% process assignments. In other words, the total weight of
process categories cannot be more than 30%. In activity-based Physical Education classes, the student’s quarter grade
must consist of no more than 70% process assignments.
4. Use at least six grades from product assignments and six grades from process assignments per quarter. Teachers will
use at least 2 process and 2 product grades by the interim date.
5. Use a minimum score for assessed student work entered into Gradebook of 50%. This includes both Product and
Process assignments. If a student does no work on the task/assessment or if a teacher determines that the student did not
attempt to meet the basic requirements of the Student task/assessment the teacher will give the student another opportunity
to submit the assignment or take the assessment.
• The basic requirement of every assignment is that the student makes an HONEST ATTEMPT to complete 50%
of the assignment.
• Student work should show sufficient work to indicate that student made a honest attempt to complete the
assignment.
• Answers without supporting work will not be considered an honest attempt.
• Answers copied from the text, answer key or another student will not be considered an honest attempt to
complete

2. Exception: If after the teacher has given the student another opportunity to submit the assignment or take the assessment
and a student still does no work on the task/assessment, the teacher may assign a zero.
• If a student does not meet the minimum requirement of the assignment the student may turn in the assignment
for 60%--to earn this grade the student must attempt 100% of the assignment.
• Exception Tests and Quizzes-see notes below regarding reassessment
When a student does accrue three zeroes during a marking period, the teacher shall notify the parent or guardian. When a
student persistently fails to complete assignments and/or assessments, it is important that the adults in the student’s life
work together to assist the student in making smarter choices. In these instances, the teacher should remain vigilant in
communicating with the student, parents and/or guardians, and guidance counselor. After parental notification has
occurred, if the trend of accruing zeros continues, the teacher shall notify the principal and provide him/her with details of
any intervening steps taken by the teacher. Teachers must be mindful that zeros skew the grade to a point where the
accuracy and true measure of a student’s achievement is distorted.
6. Use a variety of assignments and assessment tools, such as quizzes, tests, essays, homework, class work, projects, labs,
etc.
7. Assess major projects prior to submission at several intervals with incremental graded checkpoints. Some grades
assigned during completion of a major project may be process grades, while others may be product.
8. Evaluate, return, and review assignments prior to the next related activity.
• Students have open access to the teacher addition and answer keys for most assignments. It is the student’s
responsibility to check that these assignments are correct prior to the next related activity
9. Determine when reassessment opportunities are appropriate. Each course shall include reassessment opportunities. The
teacher will determine when reassessment opportunities will occur. When reassessment is offered, all students shall have
an opportunity to participate. Students must complete the original assessment or assignment and all subsequent re-
teaching activities in order to be eligible for reassessment. When students have reassessment opportunities, the higher
grade will be recorded. End-of-course and semester exams will not be reassessed.
• Quizzes are open note and therefore it would not be appropriate for re-assesssment
• AP Students: Reassessment opportunity for any test will be given if the class average on the test is below 85%.
The teacher will determine the requirements needed to be completed before a student will be given a re-
assessment.
• Honors Physics: Reassessment opportunity for any test will be given if the class average on the test is below
80%. The teacher will determine the requirements needed to be completed before a student will be given a re-
assessment.
10. Record grades and daily attendance by period in the Gradebook program. Teachers are encouraged to record grades at
least weekly to accurately report a student’s progress toward the standard.
• I do not give scantron tests therefore grading of tests and some quizzes may take more than a day or two,
please be patient with me.
11. When receiving a transfer student, determine the report card grade after consultation with the previous teacher when
possible or current guidance counselor as needed (See Policy Statement #3710 regarding enrollment in public schools
from non-public, non-accredited, church exempt schools or from parental home instruction programs).
12. Award extra credit only when it reflects extra learning.
• Extra learning must be completed one week before the end of the marking period.
13. Exercise professional judgment when there is evidence that a student demonstrates a higher level of performance than
a calculated marking period grade indicates. In such cases the teacher may record the higher grade in consultation with an
administrator.
The above guidelines specify how a student’s grade is determined. The grade awarded reflects the teacher's professional
evaluation of student achievement and must clearly be defensible by the teacher.