Grading Practices ofZizmor VS O'Neall
Evidence-Based Teaching and Learning
Standards-Based Learning Goals
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Formative and Summative Work
Assessment-Focused Work
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Remediations to Show Understanding
One Retake per Unit
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Source: O’Neall Chemistry Syllabus, Carlmont High School Source: Zizmor Chemistry Syllabus, Gunn High School
Assessment-Focused Work
Unit assessments make up the majority of a student's grade. Unit assessments and progress checks account for 90% of the overall grade, while classwork contributes 5% and progress checks make up the remaining 5%. While classwork counts for a small portion, assessments are designed to measure mastery.
Standards-Based Learning Goals
Student grades are determined by their progress towards specific learning goals rather than traditional points. Each unit has progress checks, assessments and classwork to measure how well students meet these goals. Students receive scores from zero to four, representing their mastery of a topic.
Formative and Summative Work
Work is divided into daily tasks, known as formative practice, and graded assessments, referred to as summative assignments. Worksheets, class discussions and labs are recorded as formative assessments, which provide feedback to help students improve, but do not directly determine the final grade. On the other hand, summative work encompasses unit assessments, labs and other assignments, all of which are designed to measure proficiency in the course's learning outcomes.
Evidence-Based Teaching and Learning
Evidence-Based Teaching and Learning (EBTL) breaks down grading based on skills and learning outcomes, rather than points and percentages. Students earn grades based on demonstrated proficiency in the three Science Practices and Essential Learning Outcomes (ELOs).
One Retake per Unit
Each student is allowed one retake per learning goal per unit. To qualify, students must complete all assigned work for the unit and review their feedback to create a personalized study plan. They submit a retake form via Canvas to schedule their reassessment. This policy exists to provide students with a structured opportunity to improve their grades while keeping the process organized.
Remediations to Show Understanding
Remediations provide students with the opportunity to review and retake assessments, allowing them to receive feedback. By reflecting on mistakes, students can show improved understanding of the skills and concepts. This process is designed to emphasize learning and growth over a single score, helping students achieve proficiency in the course's science practices.
Grading Practices of Zizmor VS O'Neall
Radhika Agrawal
Created on November 16, 2025
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Transcript
Grading Practices ofZizmor VS O'Neall
Evidence-Based Teaching and Learning
Standards-Based Learning Goals
+info
+info
Formative and Summative Work
Assessment-Focused Work
+info
+info
Remediations to Show Understanding
One Retake per Unit
+info
+info
Source: O’Neall Chemistry Syllabus, Carlmont High School Source: Zizmor Chemistry Syllabus, Gunn High School
Assessment-Focused Work
Unit assessments make up the majority of a student's grade. Unit assessments and progress checks account for 90% of the overall grade, while classwork contributes 5% and progress checks make up the remaining 5%. While classwork counts for a small portion, assessments are designed to measure mastery.
Standards-Based Learning Goals
Student grades are determined by their progress towards specific learning goals rather than traditional points. Each unit has progress checks, assessments and classwork to measure how well students meet these goals. Students receive scores from zero to four, representing their mastery of a topic.
Formative and Summative Work
Work is divided into daily tasks, known as formative practice, and graded assessments, referred to as summative assignments. Worksheets, class discussions and labs are recorded as formative assessments, which provide feedback to help students improve, but do not directly determine the final grade. On the other hand, summative work encompasses unit assessments, labs and other assignments, all of which are designed to measure proficiency in the course's learning outcomes.
Evidence-Based Teaching and Learning
Evidence-Based Teaching and Learning (EBTL) breaks down grading based on skills and learning outcomes, rather than points and percentages. Students earn grades based on demonstrated proficiency in the three Science Practices and Essential Learning Outcomes (ELOs).
One Retake per Unit
Each student is allowed one retake per learning goal per unit. To qualify, students must complete all assigned work for the unit and review their feedback to create a personalized study plan. They submit a retake form via Canvas to schedule their reassessment. This policy exists to provide students with a structured opportunity to improve their grades while keeping the process organized.
Remediations to Show Understanding
Remediations provide students with the opportunity to review and retake assessments, allowing them to receive feedback. By reflecting on mistakes, students can show improved understanding of the skills and concepts. This process is designed to emphasize learning and growth over a single score, helping students achieve proficiency in the course's science practices.