Grade+Profiles+Sheet

EL CAPITAN HIGH SCHOOL WORLD GEOGRAPHY, FALL 2007

Grade Profiles: What Each Grade Represents

The Grade of A A-level work demonstrates real achievement in grasping what it means to think geographically. The work at the end of the course is, on the whole, clear, precise, and well-reasoned. In A-level work, both critical thinking and geographic terms and distinctions are used effectively and correctly. In class discussions, frequently-shared comments and questions demonstrate a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. In writing, the A-level student often analyzes issues clearly and precisely, usually distinguishes the relevant from the irrelevant, frequently recognizes key assumptions and concepts and typically uses the language of geography. On tests, the A-level student connects specific concepts of geography to the basic themes of the subject, while properly using and identifying the vocabulary of the field.

The Grade of B B-level work demonstrates moderate achievement in grasping what it means to think geographically. The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. In B-level work, most critical thinking and geographic terms and distinctions are used effectively and correctly. In class discussions, both comments and questions, when shared with the class, demonstrate a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. In writing, the B-level student often analyzes issues with only minor lapses of clarity and precision, usually distinguishes the relevant from the irrelevant, frequently recognizes key assumptions and concepts and occasionally uses the language of geography. On tests, the B-level student connects most of the specific concepts of geography to the basic themes of the subject, while properly using and identifying most vocabulary of the field.

The Grade of C C-level work demonstrates actual, yet inconsistent, achievement in grasping what it means to think geographically. The work at the end of the course is occasionally clear, precise, and well-reasoned, with multiple lapses into weak reasoning. In C-level work, some critical thinking and geographic terms and distinctions are used effectively and correctly, but many terms are used incorrectly or not at all. In class discussions, some—but not all—comments and questions, when shared with the class, demonstrate a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. In writing, the C-level student commonly analyzes issues with lapses of clarity and precision, occasionally distinguishes the relevant from the irrelevant, frequently does not recognize key assumptions and concepts and occasionally uses the language of geography. On tests, the C-level student connects some of the specific concepts of geography to the basic themes of the subject, while occasionally using and identifying vocabulary of the field.

The Grade of D D-level work demonstrates infrequent flashes of achievement in grasping what it means to think geographically. The work at the end of the course is rarely clear, precise, and well-reasoned, but effort is apparent. In D-level work, a few critical thinking and geographic terms and distinctions are used effectively and correctly, but most terms are used incorrectly or not at all. In class discussions, the occasional comment or question, when shared with the class, demonstrates a mind trying to take charge of its own ideas, assumptions, inferences, and intellectual processes. In writing, the D-level student routinely analyzes issues with lapses of clarity and precision, has difficulty distinguishing the relevant from the irrelevant, frequently does not recognize key assumptions and concepts and rarely uses the language of geography. On tests, the D-level student connects few of the specific concepts of geography to the basic themes of the subject, while rarely using and identifying vocabulary of the field.

The Grade of F F-level work demonstrates little or no achievement in grasping what it means to think geographically. The work at the end of the course is unclear, imprecise, and poorly-reasoned, and little effort is apparent. In F-level work, critical thinking and geographic terms and distinctions are not used. In class discussions, class participation is forced or frequently off-topic. In writing, the F-level student is unclear and imprecise, cannot distinguish the relevant from the irrelevant, can or does not recognize key assumptions and concepts and does not use the language of geography. On tests, the F-level student cannot connect specific concepts of geography to the basic themes of the subject, and is not capable of using and identifying vocabulary. Signatures on the following page ensure that both the students and their parents understand the course expectations.