Since the beginning of the 2021–2022 academic year, North Allegheny students have been assessed under the summative and formative grading system. However, the district recently determined to discontinue that policy come the 2024–2025 school year.
For those unaware, summative and formative assessments are weighted differently due to their varying content areas. Summative assessments are weighted higher and measure mastery; typical summative assessment include tests, quizzes, and presentations. On the other hand, formative assessments are weighted lower and typically include homework, activities, and daily classroom assignments.
This grading policy was set to provide a clear and concise reflection on students’ overall understanding of the materials taught in class as well as reduce stress levels by providing consistency regarding the grading practices.
According to North Allegheny Coordinator of Curriculum and Instructor of K–5 Mr. Steven Smith, the decision to terminate the use of summative and formative assessments has been underway since October 2023.
“Our goal is focused on continuous growth,” Smith told The Uproar. “We continue to evaluate processes and procedures to improve as a district, and student-teacher voice is very important in this process.”
In October 2023, the Professional Issues Committee (PIC) was created between the North Allegheny Federation of Teachers and the NASD Administration to review current grading policies and assessment practices. The committee was composed of elementary and secondary staff, as well as administrators, with the main target of formulating recommendations regarding the existing grading system. Assessments were conducted through teacher and surveys to gather additional insight and to further understand how current grading practices can be enhanced.
Our goal continues to be to make the process clear for students to understand and teachers to utilize.
— Steven Smith, NASD Director of Curriculum and Instruction
“The overarching goal of this initiative is to establish a process that effectively measures student mastery of content in an objective manner, ensuring consistency in grading practices within our district,” Smith stated.
After examining collective findings and thorough deliberation, the PIC determined to discontinue the weighted calculations of summative and formative practices currently in place.
“Teachers overwhelmingly communicated that the weighted formative and summative [formula] was no longer needed,” Smith explained. “Students indicated they were confused by the process.”
NASH senior Esme Graven shared the effect that the summative/formative system has had on her overall grade.
“Sometimes I do really well on smaller assignments, like five-point formative activities,” she said. “But if I don’t do well on summative assessments, like large tests, the effect is more damaging [than it would be under a total points grading system].”
Before the 2021-22 school year, students’ grades were determined by dividing the total points earned by the total points possible. the summative/formative system offered a different formula where certain types of assessment carry heavier overall weight than others.
“The grading system turns all the things formative obsolete,” senior Chuck Baker said. “It also makes tests more stressful than they actually need to be.”
NASH junior Juniper Hunt, however, shared how the current grading system has helped her strengthen her priorities.
“I believe summative and formative grading have changed my understanding and prioritization of my grades,” Hunt said. “I often find myself spending more time on summative assignments than the formative ones.”
The transition back to a total points grading system is set to take place next school year. Smith noted that the process is not fully complete and that the PIC is currently working to finalize all details moving forward.
“Our goal continues to be to make the process clear for students to understand and teachers to utilize,” he said.
