Grading Policies

Hill-Freedman World Academy is part of the School District of Philadelphia. As such, we abide by the District’s grading and marking guidelines. Teachers have multiple opportunities to evaluate student progress using a variety of assessment strategies. Grades include the following components:

  • Tests: 40%
  • Performance Based Learning: 30%
  • Classwork: 20%
  • Homework: 10%

All grades will be recorded in the district provided electronic grade book, Infinite Campus. Teachers are expected to enter at least two grades each week.

Infinite Campus provides online, daily access to students and parents. Parents and students are provided their personal code at the beginning of their freshman year.

Interim reports are issued at the 5 week mark in each nine-week marking period and are given to students to take home.

Report cards are issued at the end of each marking period and are handed our at conferences. Parent/teacher conferences are scheduled three times a year, and individual conferences are held on an as needed basis.

MYP Criteria & Grades

The MYP assigns four (4) criteria to each subject. Each teacher must assess each criterion two times per semester using the MYP 8-point rubric. When more than one criterion is assessed in a task, there will be multiple grades. Adding together the student’s final achievement levels in all criteria of the subject group give a final grade on the seven-point achievement scale below.

1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and skills. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4 Produces good quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations, and, with support, some unfamiliar real-world situations.
6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

 

DP Predicted Grades

Students in the Diploma Program receive predicted grades for their courses.  The predicted grade is the teacher’s prediction of the grade the student is expected to achieve in the subject, based on all the evidence of a student’s work and the teacher’s knowledge of IB standards. The IB Grading Scale below is used to award predicted grades.

7: Excellent Performance
6: Very Good Performance
5: Good Performance
4: Satisfactory Performance
3: Mediocre Performance
2: Poor Performance
1: Very Poor Performance

Students and parents may request a conference with a teacher to discuss the student’s predicted grade for a specific course.