At the end of each quarter, students are evaluated
for both academic and non-academic performance. Three different
grades are given: a number grade indicating academic performance
in the course, a number from one (highest) to four (lowest) indicating
the teacher’s evaluation of the effort the student put into
the course during the quarter, and a profile grade which seeks
to evaluate students in light of school goals.
The last day of each quarter is set aside as
a grading day for teachers and no classes are scheduled that day.
The Principal convenes a small group of teachers for profile evaluation
in the last week before the end of each quarter. The different
aspects of student evaluation are discussed below.
1) COURSE GRADES: Each teacher submits a class
grading sheet showing a number grade for each student=s academic
achievement in the course. The number grades are changed to letter
grades by the computer program used to print report cards according
to the following scale.
96-100 = A+
90 - 95 = A
85 - 89 = B+
80 - 84 = B
75 - 79 = C+
70 - 74 = C
65 - 69 = D
Below 65 = F
The academic year is made up of two semesters,
in turn divided into two quarters each. Students receive grades
at the end of each quarter. The semester grade is based on the
quarter grades (80% of the grade, 40% for each quarter) and the
semester exam grade (20% of the semester grade). The semester
grade is placed on the student=s permanent record and transcripts
sent out to schools.
2) EFFORT GRADES: Effort grades are given as
an indication of how each student uses his or her natural talents
and abilities in each course. The student’s motivation,
industry, participation, etc. are taken into consideration in
evaluating a student’s effort in each course. It is essential
that at the beginning of each semester teachers clearly articulate
their expectations for students in regards to what will count
in determining the effort grade for that particular class, e.g.,
attentiveness in class, asking and answering questions, quality
of homework, and so forth. These expectations should be repeated
during the semester. The following scale is used to show effort
grades.
1 - Commendable
2 - Satisfactory
3 - Needs to improve
4 - Definitely unsatisfactory
3) PROFILE GRADES
The profile evaluation seeks to describe the student's life at
Xavier in light of school goals.
RESPONSIBILITY: In and out of class attentiveness,
overall fulfillment of assignments in class and in work periods,
observation of school rules, response to personal growth.
Scale
1 = commendable
2 = satisfactory
3 = needs to improve
4 = definitely unsatisfactory
CONCERN FOR OTHERS: Help others to study and
to work; shares his or her talents with others freely and willingly,
including those from other islands and states; is respectful of
others in and out of class.
Scale
1 = commendable
2 = satisfactory
3 = needs to improve
4 = definitely unsatisfactory
INTEGRITY: Sense of moral values manifested
by actions and language, truthfulness, respect for school property
and personal property, sacred times and places, religious obligations
and respect for school goals.
Scale
1 = commendable
2 = satisfactory
3 = needs to improve
4 = definitely unsatisfactory
INITIATIVE: In and out of class, volunteers
services and helpful ideas; does more than what is required without
being asked.
Scale
1 = commendable
2 = satisfactory
3 = needs to improve
4 = definitely unsatisfactory
A committee consisting of the principal, the
dean of students, the class moderator, and two or three faculty
members who teach the class meet to discuss each student and determine
a profile grade. Profile grade sheets are distributed in advance
and teachers are asked to take time to consider each student in
light of the goals above. Completed profile sheets are brought
to the meeting and are used as the basis for discussion. The one
chairing the meeting records the comments made by each person
about individual students. These comments are then typed up to
provide a brief narrative (usually just a few lines) describing
the student for that particular quarter noting areas of strength
and areas of improvement. This brief narrative is shared with
the student by his or her advisor and can be used as a starting
point for further discussion.
HONOR ROLL
In order to recognize exemplary student achievement
during each quarter, an Honor Roll is compiled listing the names
of those students who meet the following criteria.
First Honors: 3.5 or better GPA, no F’s
or D’s, no 3’s or 4’s in effort or profile,
a 1.4 or better effort average.
Second Honors: 3.0 or better GPA, no F’s
or D’s, no 3’ or 4’s in effort of profile, 1.6
or better effort average.
