Resolution Proposed July 25, 2014 | Adopted July 30, 2014
“Whereas factoring attendance, effort, homework exercises* or participation into grades distorts the measurement of student progress on learning outcomes; whereas CEA standards make a distinction between more objective measurements of language proficiency and the qualitative reporting of student effort, be it therefore resolved that effective September 1, 2014 ELI faculty members will no longer include attendance, effort, homework exercises, or classroom participation in the calculation of any grades in skill areas and that all syllabi be adjusted, if need be, to reflect this change in policy. *For the purposes of this resolution, a distinction is made between exercises designed to help a student practice material addressed in class (e.g., completion of worksheets or textbook/online exercises) and assignments that (1) can be directly linked to learning outcomes and (2) assessed in such a way as to measure student progress toward meeting learning outcomes (e.g., such as asking students to write an original paragraph incorporating the use of a newly learned verb tense studied in class or recording an audio file of discourse focusing on the production and incorporation of linking and reduced forms).”
See clarification on grading and homework
Resolution Proposed July 25, 2014 | Adopted September 19, 2014
“Whereas attendance and punctuality are important for the students’ success and whereas good study habits should be stressed in order to promote a better learning environment for all, be it resolved that attendance and punctuality—along with assignment completion, engagement/interaction, and behavior/respect–be criteria for determining the effort score.”
Resolution Proposed July 25, 2014 | Adopted September 19, 2014
“Whereas effort grades are important for retention/dismissal decisions, for reporting to sponsors, for eligibility for scholarships, and for encouraging students to work harder in class; whereas it is important that students understand the criteria teachers use for arriving at effort grades; whereas it is important that the determination of effort grades be fair and consistent across class sections and class levels while also maintaining a holistic approach for scoring, be it therefore resolved that the ELI faculty adopt and use the attached Effort Score Rubric, to be used in all classes taught in the Institute, effective Session II 2014.”