Summit Learning Grading at a Glance

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Summit Learning Grading At-a-Glance The graphics show the inputs that impact students’ grades. The weighting shown for each input is the default setting, though schools may adjust the weights within a given range.

Projects Grade

Math Grade

(English, Science, History/Social Studies)

Focus Area

Cognitive Skills Scores

Summit Learning Grading At-a-Glance




Focus Area


Portfolio Problem Scores


End-of-Unit Assessment Scores


The “Why” Behind the Summit Learning Grading Philosophy In the Summit Learning Program, students’ grades reflect their understanding and application of skills, concepts, and content, not their progress in habits, behaviors or attitudes. Students are empowered to drive their own success, and educators are empowered with the best information to provide the right supports. The table below summarizes the values that support this grading philosophy and how those values manifest themselves in practice.

Assess what you value; value what you assess.

Grades are informative, not punitive.

Grading incentivizes learning and growth while promoting urgency.

Assessments are as precise and accurate as possible.

Student scores on Cognitive Skills / Math Concepts are weighted most heavily in a student’s grade.

Grades are primarily based on (1) Cognitive Skills (through Projects) and Concepts (through Math Units) and (2) Focus Area progress.

Students have clear deadlines and can revise in order to improve a grade.

Students are assessed on several skills multiple times throughout the year, either in the same course or across two or more courses.

Performance on rich, cognitively complex and demanding tasks is most relevant and important for skills-based outcomes. Therefore, scores on skills/ concepts are weighted most heavily in students’ grades.

Grades are based on what students can demonstrate they have learned rather than categories such as “participation” or “homework.”

Revision is part of the learning process. Features in the Summit Learning Platform clearly communicate deadlines and create urgency around the pace of students’ work while providing opportunities to revise and resubmit work for feedback.

Assessing the same skill more than once ensures a more accurate reflection of students’ ability in that skill.

Summit Learning Grading At-a-Glance


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