Student Evaluation of Standards

Howell Township’s Science Curriculum aligns with the Next Generation Science Standards following an adapted New Jersey Model~ those standards are the basis of instruction and assessment.

Each daily lesson has a specific learning goal to address NG Science Standards. In order to assess a standard, the level of mastery must be observed by the evaluator in this case, the teacher. It is that reason, that while homework may have educational value when utilized correctly, when a student demonstrates mastery outside of the classroom setting, the assignment can not receive an academic assessment because it is outside of the view of the evaluator .

What is mastery of a standard?

An example of a 7th grade standard – there are 3 components-

SCI.MS-PS2-2 – [Performance Expectation] – Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

This performance expectation is coupled with these two other components-
Cross-Cutting Concepts and Science and Engineering Practices-

The academic letter your child earns this year is reflective of their individual level of mastery of a performance expectation, cross cutting concept and science and engineering practices:

'A' Achievement

demonstrated mastery of standard after instruction without additional assistance.


'B' Achievement

demonstrated mastery of standard after instruction with minimal assistance.


'C' Achievement

demonstrated mastery of standard after instruction with assistance.

Any activity students complete is a form of assessment used to monitor the performance expectations of the NGSS  and effectiveness of instruction. Each assessment, regardless of its title, is standard specific and involves tiered levels of application which assesses the level of student mastery.

All grades are truncated to the tenth place. An academic average may display as a 79.9. It IS NOT rounded at the end of the trimester. In a point based system, an additional .1 may incorrectly reflect Mastery of a Standard over the course of the trimester.
The academic average is intended to provide you with the most accurate reflection of your child’s mastery of State Standards.

General Guide of Point Scores:
  • Formative/In-Class Activities / 5-25 Points
  • Science Debate / 90 Points
  • Lab Activities / 20-45 Points
  • Summative/Tests / 45 Points
  • Science Blog / 40 Points
Learn More

Attribute Grades

Not all assignments will receive an academic grade; they may receive at attribute assessment value of 1-4.
Assignment titles noted with SBRC indicate that a behavior assessment was substituted.

A standards-based grade reporting system is designed to inform parents about their child’s progress towards achieving specific learning standards. The Standards establish high and challenging performance expectations for all students. They describe what students should know and be able to do, and serve as the basis for the Howell Public School’s curriculum, instruction and assessment model.

The report card is the summary statement of a student’s performance in content areas each trimester. This academic evaluation will represent the mastery of content standards, not how hard they have worked, how much they have improved, how they compare with classmates or how well they have behave. Those attributes have their own assessment separate from the Academic Standards associated with the Core Content Standards.

Who invented Grades?

William Farish was a tutor at Cambridge University in England in 1792. Getting to know his students was too much trouble for Farish. It meant work, interacting and participating daily with each child. It meant paying attention to their needs, to their understanding, to their styles of learning. It meant there was a limit on the number of students he could thus get to know, and therefore a limit on how much money he could earn.

Farish came up with a method of teaching which would allow him to process more students in a shorter period of time. He applied a grading system used in business. The grading system had originated earlier in the factories as a way of determining the quality of manufactured shoes. For example, if shoes made on the assembly line were “up to grade,” it was used as a benchmark to determine if the workers should be paid and if the shoes could be sold. Grade A shoes were the best and would earn a worker a good wage. Student’s grades are defined as a result of their ability to preform on assessments.

While we still implement a grading system, my passion for education and desire to meet the individual needs of a student supersede this archaic philosophy. It is my personal goal to assist each and every student in experiencing academic success. In addition, Howell has implemented a Standard’s Based Reporting System to measure the mastery of a specific content object, rather than their ability to manufacture quality shoes.