Middle School Reassessment Practices


    The following is a summary of the reassessment practices listed by content area.  If clarification is needed, please contact the teacher in the area of question.  


    Reassessment is important element connected to Benchmark Assessing and puts learning at the center of schooling. 


    Grades are a reflection of progress toward a goal.


    Learning Target Achieved

    Learning Target Not Yet Achieved


     There is a complete and detailed understanding of the concept. There are no significant errors.


    There is an understanding of the concept, but there are small mistakes in some of the finer details.


    There is an incomplete understanding of themconcept. There is a basic understanding, but there are also some significant errors.


    There are so many significant errors that it is clear that understanding of the concept is minimal.


    There is very little or no understanding of the concept demonstrated.


    No judgment can be made, or the task has not been completed or turned in for evaluation.



    Understanding Balanced Assessment:

    FORMATIVE ASSESSMENT – This is the practice students do to learn (homework, activities, etc). This work is essential to learning and a student’s ability to be successful on the benchmark assessment. Without this work, students will not be able to reassess.

    BENCHMARK ASSESSMENT—These are classroom/unit tests, quizzes and projects.  These assessments come after formative work (practice). These assessments count for a majority of the grade and can be reassessed to show new learning.

    SUMMATIVE ASSESSMENT—These are larger, more cumulative assessments. This includes projects and presentations that have been preceded by formative assessments along the way.  Reassessment is not available.


    Assessment / Reassessment:

    • Students will be assessed using the above rubric for benchmark assessments. Teachers may create and use a more descriptive rubric to measures the target(s) being assessed.
    • Reassessment will be available to students earning a 3, 2, 1 or 0 on specific learning targets and who meet the criteria for reassessment established by the teacher.
    • Grades will be revised to show reassessment scores (up to a 4).
    • Reassessment is a privilege that will be granted to those students who are engaged in the formative learning process.
    • What does Engagement “look” like?
      • Student completes homework assignments on time.
      • Student actively participates in classroom activities.
      • Student asks questions and seeks clarification when necessary.
      • Student attends music lesson regularly. (band, choir, orchestra)
      • Student dresses for physical education class. (phy ed)
    • Benchmark assessments with due dates (such as projects, papers, speeches, labs) turned in late, forfeit opportunity for reassessment.
    • Reassessment needs to occur within the timeframe established by the teacher (typically within a week of receiving feedback on the assessment)
    • Some assignments, due to their nature may be considered a summative assessment and will not be eligible for reassessment opportunities.


    Criteria for Reassessment: 

    • Student has completed ALL applicable formative work prior to the benchmark.
    • Student has been engaged in formative work (see above section).
    • Student will analyze benchmark assessment to determine deficient targets.
    • Student will create/follow a plan for reassessment which may include additional formative work.
    • Student will conference with the teacher to secure their plan and establish a timeframe for reassessment completion.