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Defines the LCPS philosophy that grades measure mastery of curriculum content and competencies rather than student behavior, and outlines responsibilities for teachers to plan instruction using frequent, varied assessments. Provides resources, modules, and collaborative activities covering assessment purpose, vocabulary, formative versus summative practices, grade book expectations, reassessment, late work, and academic dishonesty, plus implementation planning for quarterly grading.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/loudoun-county-public-schools-grading-assessment-professional-development-overview/268729/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/loudoun-county-public-schools-grading-assessment-professional-development-overview/268729.png","ImageObject",300,407,{"name":92,"@type":93},"Theodore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the LCPS philosophy for grading and assessment?","Question",{"text":113,"@type":114},"LCPS bases assessment and grading on a growth mindset. Grades reflect students’ mastery of curriculum content and competencies, not behavior, and teachers use frequent, varied assessments to inform instruction.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which assessment types and processes are covered in Module 2?",{"text":118,"@type":114},"Module 2 covers grading and assessment vocabulary and processes, including formative assessment and feedback, summative assessment, homework and extra credit, grade book use, remediation and reassessment, and guidance for late work and academic dishonesty.",{"name":120,"@type":111,"acceptedAnswer":121},"What does Module 3 require teachers to do?",{"text":122,"@type":114},"Module 3 focuses on collaborating to review K-12 assessment and grading regulations, design a checklist for implementing new regulations, analyze a prior quarter grading plan using the checklist, and create an implementation plan for a specific content area.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268729,1789435915,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":52},7971461740886,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Loudoun County Public Schools  \nGrading & Assessment Professional Development Overview  \nPurpose  \nPhilosophy  \nLCPS philosophy regarding assessment and grading is based on teachers’ collective belief of a growth mindset. Students master concepts and skills in different ways and at different rates. Teachers are responsible for developing instructional plans based on frequent and varied assessments. Grades shall not reflect behavior, but rather, a student’s mastery of content or competencies of the curriculum.  \nResources  \n❏ LCPS Policy 5030: Assessment and Grading  \n❏ LCPS Regulation: K-12 Assessment and Grading Common Guidelines  \n❏ Assessment and Grading: Policy 5030 Professional Development- High School Access Code HFH8-4XS5-XGQ7X  \n❏ Assessment and Grading: Policy 5030 Professional Development- Middle School Access Code VHW5-97G7-P885S  \n❏ Loudoun County Public Schools Secondary Level Quarter Grading Plan Template  \nSchoology Course  \nModule 1: The Why   \nThe purpose of Module 1 is the following:  \n1. Collaborate with colleagues to deepen your understanding of the changes in the LCPS assessment and grading policy  \n2. Collaborate with colleagues to evaluate the role of assessments and grades in our classroom  \n3. Identify steps we can ta ke to ensure a growth mindset mentality when creating future learning activities and assessments  \nModule 1 is comprised of the following:  \nI. LCPS Grading and Assessment Policy:  \nA. Philosophy  \nB. Background  \nC. Process  \nD. Goals  \n● Roundtable Discussion \\#1 Activity  \nII. Assessment Analogy: Coaching Long Jump  \n● Roundtable Discussion \\#2 Activity  \nIII. Establishing a Growth Mindset  \nA. Roundtable Discussion  \nB. Final Steps  \nModule 2: The What    \nThe purpose of Module 2 is the following:  \n1. Understand the grading and assessment vocabulary and processes as defi ned by Assessment and Grading Policy 5030 and Regulation 5030: K-12 Assessment and Grading Common Guidelines:  \n➔ Formative Assessment & Feedback  \n➔ Summative Assessment, Homework & Extra Credit  \n➔ Grade book  \n➔ Remediation & Reassessment  \n➔ Late Work & Academic Dishonesty  \nModule 2 is comprised of the following:  \nI. Formatives  \nA. Goal of formatives  \nB. Formal vs. Informal  \nC. Examples & Discussion  \nII. Assessments  \nA. Goal of Summative Assessment  \nB. Summative Assessment Guidelines  \n1. Common Assessments  \n2. CLT Discussion  \nIII. Grade book  \nA. Grade book Categories  \nB. Grade book Guidelines  \nC. Grade book Recommendations  \nIV. Reassessment  \nA. Goal of Reassessments  \nB. Reassessment Discussion  \nV. Late Work & Academic Dishonesty  \nA. Possible Interventions  \nModule 3: The How  \nThe purpose of Module 3 is the following:  \n1. Collaborate with CLT members to review the K-12 Assessment and Grading Regulations to discuss where we are currently and where we need to go to meet the expectations of the regulations  \n2. Collaborate with CLT to design a checklist for implementing the new regulations, analyze a previous quarter grading plan from 2019-2020 using our checklist, and formulate an implementation plan that addresses a specific content area.  \nModule 3 is comprised of the following:  \nI. LCPS K-12 Assessment and Grading Regulations Checklist Design  \nII. Quarter Plan Analysis  \nA. Where are we now?  \nB. Where do we need to go?  \nIII. LCPS Secondary Level Quarter Grading Plan and Grade Book  \nA. Analysis Template : A Tool for Planning Collaboratively with your CLT  \n1. Content Area Exemplars  \n2. Virtual Assessment Resources  \nIV. Reflection  \nThe purpose of Module 4 is the following:  \n1. Collaborate to create a quarter plan for our CLT subject area using the Loudoun County Public Schools Secondary Level Quarter Grading Plan Template for the fi rst marking period.  \n2. Use our CLT quarter plan to facilitate the set up of my grade book in Phoenix and ensure that I am following the protocols in the Grade Book Analysis Checklist every marking period.  \nModule 4 is comprised of the following:  \nI. Profile of ","cbCaiokLdjorWrwV","https://ap.wps.com/l/cbCaiokLdjorWrwV","pdf",369620,"English","# Purpose\n## Philosophy\n# Resources\n# Module 1: The Why\n## LCPS Grading and Assessment Policy: Philosophy, Background, Process, Goals\n## Assessment Analogy: Coaching Long Jump\n## Establishing a Growth Mindset\n# Module 2: The What\n## Formatives\n## Assessments\n## Grade book\n## Reassessment\n## Late Work & Academic Dishonesty\n# Module 3: The How\n## Regulations Checklist Design\n## Quarter Plan Analysis\n## Secondary Level Quarter Grading Plan and Grade Book\n## Reflection\n# Module 4\n## Create a quarter plan and set up the grade book\n## Get your PD Points","[{\"question\":\"What is the LCPS philosophy for grading and assessment?\",\"answer\":\"LCPS bases assessment and grading on a growth mindset. Grades reflect students’ mastery of curriculum content and competencies, not behavior, and teachers use frequent, varied assessments to inform instruction.\"},{\"question\":\"Which assessment types and processes are covered in Module 2?\",\"answer\":\"Module 2 covers grading and assessment vocabulary and processes, including formative assessment and feedback, summative assessment, homework and extra credit, grade book use, remediation and reassessment, and guidance for late work and academic dishonesty.\"},{\"question\":\"What does Module 3 require teachers to do?\",\"answer\":\"Module 3 focuses on collaborating to review K-12 assessment and grading regulations, design a checklist for implementing new regulations, analyze a prior quarter grading plan using the checklist, and create an implementation plan for a specific content area.\"}]","Loudoun County Public Schools Grading & Assessment Professional Development Overview | PDF"]