Evidence-Based Grading and Reporting

Information For You

Evidence-based grading practices must inspire hope and optimism for students. 

In Fountain-Fort Carson School District 8, we:

• Encourage instruction that provides opportunities for students to correct their errors and misunderstandings that are often part of homework tasks during the learning progression. 
• Access to motivate students to achieve academic success, support a growth mindset, and provide opportunities for redemption. 
• Separate the evaluation and reporting of learning skills and work habits (essential skills) from academic performance to increase the accuracy of grades. 
• Use a grading system that emphasizes students' current performance or most recent evidence. 

UNDERSTANDING YOUR CHILD'S 
EVIDENCE-BASED REPORT CARD

A PARENT GUIDE

WHAT IS EVIDENCE-BASED GRADING?

• Allows teachers to assess and report on individual standards.
• A proficiency scale 1-4 is used to score each standard. Secondary report cards (6-12) include a single grade for a subject. 
• Evidence-based grading and reporting emphasizes growth of your child over time.

WHAT ARE THE ADVANTAGES OF EVIDENCE-BASED GRADING?

• Provides more meaningful and specific information about your child's progress. 
• Creates Multiple opportunities for students to demonstrate proficiency if the standard was not mastered for the first time it was taught. 
• Ensure that a student's final grade fully communicates their learning over specific skills and standards. 

WHAT DOES A PROFICIENCY SCALE MEAN?

                                                                                                                   
Level 4 - KNOWLEDGE UTILIZATION 

At this level, students consistently and independently demonstrate the ability to apply their knowledge in unpredictable real-world situations. They can make decisions, solve problems, and use information deeply. Their understanding goes beyond typical knowledge, showing they can think critically and creatively about the content being explored.  

Level 3 - KNOWLEDGE APPLICATION

Students at this level show that they understand the material and can use it to a significant degree in familiar contexts. They may apply their knowledge and skills regularly, but their work can lack depth or complexity. With a bit more attention to detail, collaboration, and feedback they can raise their performance. Working with their teachers and peers can help them solidify their understanding and push their thinking. 

Level 2 - KNOWLEDGE COMPREHENSION 

Students demonstrate some understanding of the content, but their work is incomplete or lacks the necessary requirements. They need to focus more on using resources efficiently, developing thoughts and ideas completely and/or demonstrating their skills consistently. Improvement can come from seeking additional support to improve the demonstrations of their learning. 

Level 1 - KNOWLEDGE RETRIEVAL 

Students at this level demonstrate little comprehension of the content. Their work may not meet the assignment's objective and indicates that they need significant support when working to demonstrate their learning. Students need to focus on foundational concepts, building connections to form new levels of learning. 

Level 0- NOT ENOUGH INFORMATION

There is not enough evidence to assess the student's understanding of the material. The assignment was not submitted or the assignment turned in did not relate to the assignment objective/learning target. 

Frequently Asked Questions

Should I be worried if my child scores a 1 or 2? No, especially in the beginning of the year. It means that your child has not mastered the standard yet. The goal is to achieve a 3 by the end of the school year. 

How are the cumulative letter grades calculated for students? At the middle school, proficiency estimates for each standard for each course are averaged to determine a final level. Both the high school and middle schools report final grades and apply the following scale to determine GPA: 

Evidence-Based Reporting

Why is Fountain-Fort Carson School District Using Evidence-Based Reporting?

• Standards-referenced reporting is based on item response theory, which is a way to analyze student responses with the goal of improving measurement accuracy and reliability. 
• Item response theory takes into account the number of questions answered correctly and the difficulty of the question. The SAT and GRE both use Item Response Theory for their tests. 
• Fountain-Fort Carson School District implemented this grading system in grades PK-12 in the 2021-2022 school year. Within this system, student progress towards mastery is measured on the priority academic standards. Scores are based on the content knowledge and skills students demonstrate. 
• The system accurately reports student progress and learning in conjunction with the proficiency scales so that both teachers and students can describe what it means to be proficient. They will also be able to track progress on the proficiency scale and allow teachers to provide feedback that helps students improve their performance through the learning progression. 
• The system allows teachers to be consistent in their grading practices and allows students to clearly understand how their grades relate to their learning. 

How is Evidence-Based Grading Different From Traditional Grading?

• Compared to traditional grading practices, where scores are generally averaged, this system more accurately represents learning progress towards mastery for specific priority standards. 
• Unlike averaging, the system rewards students for their growth in knowledge and does not penalize them for not knowing information when they first begin to study a standard. 
• Assessing the student's progress over time allows for feedback that is growth-minded and specific. This type of reporting also separates behavior and essential skill standards from academic standards. 

Is Standards-Based Grading Effective?

Beyond standards-based grading: Why equity must be part of grading reform

Standards-Based Grading: an Examination of Assessment Options