Background & Purpose

Educational research and our own experience have shown that traditional grading practices do not always provide an accurate picture of student learning. In particular, lessons learned during the pandemic highlighted the need for grading systems that better reflect students’ understanding and mastery of course learning objectives.

Saint Francis adapted equitable grading practices to focus grades on demonstrated learning rather than point accumulation. By incorporating both formative and summative assessments, students are given opportunities to practice, receive feedback and demonstrate mastery over time. Our most recent revision also seeks to strengthen our students’ executive functioning and planning skills necessary for college and career.

These practices encourage our students to take ownership of their learning, embrace challenges and develop resilience through reflection and revision. Aligned with our commitment to educating the whole person, equitable grading supports the development of confident, independent learners who are prepared to apply these skills well beyond the classroom.

Learning Objectives

Skill-based learning objectives are stated in lesson plans and clearly communicated to students throughout the lesson. Students know how they will demonstrate mastery of the skills and how they will be assessed.

Formative vs. Summative Assessment

Students can interpret their progress toward these learning objectives in a mistake-friendly manner with formative assessment. Formative assessments help monitor student learning and allow teachers to offer feedback as students progress toward objectives. Examples:

• HOMEWORK for the purpose of practice, preparation and extension.
   
• QUIZZES serve to assess students’ knowledge and comprehension while building toward higher-order skill development.
• FEEDBACK in both narrative and quantitative form on formative assessments to prepare students to complete summative assessments of the same objectives.

When students wrap up a unit, they will demonstrate their mastery of the objectives through summative assessments.

• Summative assessments vary by discipline and by skills asked to demonstrate. The summative assessment evaluates student learning to determine the extent to which students have met the learning objectives. Examples include projects that build over time, portfolios, podcasts, essays or research papers, performance tasks, end of unit projects or tests.

Revisable vs. Non-revisable

A goal of equitable grading is to allow students to continue to master learning objectives. Revisions or retakes allow students to revisit their learning and work towards mastery if they do not demonstrate proficiency on the first attempt.

Students who score below 75% may retake or revise eligible assessments. Before a second attempt, students will be expected to reflect on their progress toward the learning objectives and follow department and course-level guidelines. Retakes or revised work is eligible for up to 75% credit.

We allow a portion of work to remain non-revisable, in order to reduce pressure on students to achieve perfection on every assignment and to ensure they have time to focus on new learning across their classes.

Due Dates & Flexible Submissions

The principles of equitable grading are rooted in flexibility, the idea being that the grade reflects the learning rather than the timing. At the same time, due dates do reflect a reality of the world of work and allow students to complete a cycle of learning before moving on to learning new material.

In order to strike a balance between flexibility and accountability, the flexible submission policy provides students the opportunity to request two additional calendar days to submit out-of-class work without penalty. Students can make two flexible submission requests per class in each semester. Work submitted after two calendar days will be docked 10% per day late, up to 50%.

Students are always expected to complete in-class assessments (exams, timed writing, etc.) during class time on the day assigned.

Additional Details

• EXTRA CREDIT: In keeping with the goal for students’ grades to reflect their mastery of the learning objectives, “extra credit” will not be used.
   
• GROUP GRADING: Collaboration is a meaningful skill and should continue to be developed; however, group work will not contribute to an individual’s grade. There is no “group grade."
   
• MINIMUM GRADES: Graded work turned in will earn at least a 50%. Missing work will be issued a 40%.
   
• INTEGRITY VIOLATIONS: Students found to be in violation of academic integrity with a cheating or plagiarism offense will be issued a referral to the Deans and will be subject to disciplinary action, which has implications for the student’s ability to do a revision/retake or complete the assignment, depending on the level of the offense.

How Can We Help?

The Graduate Outcomes at Saint Francis reflect our commitment to forming well-rounded individuals rooted in the Holy Cross tradition. If you have questions about how these outcomes shape our academic programs, faith formation, or student life — or how they guide our long-term vision for student success — our Academic Office is here to help.

Please reach out to our team with any questions about curriculum alignment, student development, or how we support your child in becoming a person of faith, a motivated scholar and an engaged global citizen.