• York Secondary Assessment Philosophy, Policies, Practices, 

    Assessment Philosophy

    Assessment is for learning. Data gathered from assessments is used for reflection and planning by parents, teachers, and students to ensure continued pursuit of overall success. To provide students with opportunities to achieve at high levels, teachers develop rigorous tasks that embrace a variety of assessment strategies. Assessment requires teachers to assess all Mapleton priority standards.

    Assessment Policies

    Task-specific rubrics will be used to evaluate all summative assessments

    • All assessments at York will be marked and evaluated based on Mapleton's normed 4-point scale. 
    • All summative assessments at York will be evaluated with:
      • the York assessment rubric template, or
      • an embedded rubric in an exam with transparent and tiered achievement levels.

    Assessment retake opportunities

    • York provides students with assessment retake opportunities, which encourages learning, growth and mastery of the content. Students have two weeks (as measured from the day a graded assessment is returned to a student) to retake any summative assessment. The assessment retake process is a collaborative process in which students first reflect on their assessment preparation and performance, and then conference with teachers to improve assessment preparation and to design an assessment retake that is rigorous, targeted, and aligned to student strengths. Through reflection and teacher input, students determine how to prepare for the retake. Students and teachers will use the York Retake Request and Rewrite Request forms to guide this process.
    • To be eligible for an assessment retake, students must have already met the initial deadlines and timelines set by a teacher. Students who miss the first turn-in deadline or are not present for the exam on the scheduled day are not eligible for an assessment retake. Teachers have the ability to make exceptions to this policy based on extenuating circumstances. 

    Assessment Extensions

    • Students may request assessment extensions in writing in advance of the posted deadline. When accommodating extension requests made in advance of due dates, teachers set the conditions for assessment completion that may include:
      • completing the assessment in a supervised setting after school or during lunch
      • additional tutoring and preparation requirements
      • in the interests of assessment security, a different version of the test or product

    Missed Assessments

    • When an unforeseeable emergency or extenuating circumstance results in a missed deadline, the teacher will work with the student to establish a plan to support the student in completing the assessment. Students will have a minimum 1-week window to complete the missed assessment. The assessment will initially be scored with an M in Infinite Campus and will be calculated as a 0. Assessments turned in late will be assessed in the same manner as on-time work; students will not be punished academically for late work. If a missed assessment is not turned in, the teacher may assign a 0 or the teacher may exempt the assignment in exceptional circumstances.
    • This policy is for excused absences only and is offered at teacher discretion.

    Academic Dishonesty

    • When academic dishonesty occurs, students are not penalized academically and are still held accountable for the learning and assessment. The assessment for which dishonesty occurred will be given a temporary 0 in the gradebook. The student will be expected to complete a secondary assignment holding them accountable for the same learning. Reflection and additional practice work may be required by the teacher. The instance of academic dishonesty will be entered into IC (if a pattern of academic dishonesty emerges, the student may become ineligible for redoing assignments where cheating or plagiarism is evident). When complete, this new score will replace the temporary 0. This assignment will be graded on the same scale as the original assignment and will be aligned to the same expectations and level of rigor as the original assignment. Additionally, the student will meet with the teacher and administrator to repair trust. The student may appeal the consequences of academic dishonesty. Nonacademic consequences may be applied by an administrator.