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Academic Grading Policy and Executive Function Guidelines

Understand grading policy; assess bell-ringers, formative and summative tests, behavior, and executive function. Improve foundational and higher-order learning skills. Plan assignments effectively for better grades.

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Academic Grading Policy and Executive Function Guidelines

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  1. INTRO:MS. TEREF’S GRADING POLICY GRADING POLICY,” EXECUTIVE FUNCTION,” QUESTIONAIRRE,

  2. VON STEUBEN GRADING SCALE

  3. GRADING CATEGORIES 1. Bell-ringers, journals, attendance = 20% 2. Behavior, executive function, commitment=20% 3. Formative assessments= 20% 4. Summative assessments=40% TOTAL: 100%

  4. COMPREHENSION CHECK: • Do we understand the following: • bell-ringers? • formative assessments? • summative assessments? • behavior or executive function?

  5. Formative Assessments √+ 3 points = proficient √ 2 points = progressing √ - 1 point = needs improvement  re-do

  6. Executive what???

  7. Behavior or Executive Function • is a grade on which part of the brain?

  8. What specifically are you getting your 20% here? Foundational Skills • Setting goals • Planning • Organizing Material • Managing Time • Initiating/ Inhibiting • Self-Awareness Higher-Order Learning Skills • Monitoring, including goals • Self-regulation • Reflection and self-evaluation: e.g. grade defense • Strategic thinking and acting (socially and cognitively) • Problem-solving

  9. Form for helping you organize & earn better grades I don’t have your assignment. OR Your assignment is incomplete NOW: • When will I receive your assignment? (time estimate) • Outline your plan for completing the assignment: Step 1: I will ____________________________ Step 2: I will ____________________________

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