Evaluation Scales

A+

98

4+

Demonstrates an exceptionally outstanding mastery of the subject matter, showcasing deep understanding, critical thinking, and consistently exceptional performance in all aspects of the course. This may include original research contributions, innovative approaches, or a consistently high level of insight into complex topics.

A

90

4

Achieves an excellent level of understanding and proficiency, reflecting a comprehensive and thorough grasp of the material. Minor areas of improvement may include occasional mistakes in advanced applications or slightly weaker conceptual explanations.

A-

83

4-

Performs at an above-average level with commendable knowledge and skills, demonstrating a strong understanding with a few minor weaknesses. These weaknesses might involve gaps in precision or occasional misunderstandings when dealing with more challenging content.

B+

79

3+

Demonstrates very good performance, showing strong competence in the subject with a clear understanding of most concepts and an ability to apply them effectively. Students at this level are generally able to complete tasks independently but may need occasional support or clarification on advanced topics.

B

75

3

Performs well with a good grasp of the material, understanding the core concepts and being able to apply knowledge in familiar contexts effectively.

B-

71

3-

Meets the minimum requirements satisfactorily, showing an adequate understanding of the core concepts but with noticeable gaps or areas for growth. These gaps might include difficulty with applying concepts in new contexts or incomplete understanding of key ideas.

C+

68

2+

Demonstrates an adequate level of competence, with a basic understanding of the material but lacking depth in certain areas and requiring additional support to fully grasp key concepts. Support might include targeted practice exercises or small group tutoring.

C

65

2

Attains a fair level of understanding with significant room for improvement, showing gaps in comprehension that limit the ability to apply knowledge effectively. Common gaps may include misunderstandings of core principles or inconsistent application of learned techniques.

C-

61

2-

Demonstrates a marginal understanding, falling below the expected standard, with significant areas of weakness that require focused remediation. Focused remediation might include one-on-one tutoring or intensive review sessions.

D+

57

1+

Requires significant improvement and shows areas where further development is needed. Demonstrates a limited understanding and inconsistent application of skills. Areas needing development may include foundational skills or repeated practice in key areas.

D

55

1

Performs at an insufficient level, indicating the need for substantial support, with many gaps in understanding and limited ability to apply concepts effectively. Targeted interventions and additional practice are necessary to progress.

D-

50

1-

Performs poorly and falls significantly below the expected level. Requires considerable remediation to meet minimum standards of competence.

I

I

Insufficient evidence available to assess the student's understanding. This may be due to circumstances beyond their control, such as medical issues, mental health challenges, family emergencies, bereavement, or language barriers. It is important to distinguish this from a lack of effort, which would result in a failing grade.

F

49

F

Despite support from teachers, the student has not met the minimum standards due to insufficient effort, poor work habits, or lack of engagement. Improvement requires consistent effort, better work habits, and active participation to meet the expected standards

E

Demonstrates remarkable growth and consistently exceeds expectations. Shows creativity, independence, and the ability to make meaningful connections beyond the curriculum. Applies skills in novel ways and shows leadership in collaborative activities, indicating readiness for more advanced challenges.

VG

Regularly exceeds expectations, effectively uses feedback to improve, and shows growing independence in learning. Demonstrates initiative and increasing self-reliance, often extending learning beyond the given tasks. Takes on more challenging work when offered and is beginning to show signs of leadership in group settings.

G

Meets expectations with a solid understanding and begins to demonstrate independence. Shows progress towards consistent self-directed learning. Requires occasional reminders or support but demonstrates readiness to tackle tasks independently most of the time.

S

Achieves basic requirements and shows gradual development of independence. Needs structured guidance for familiar tasks but is making slow, steady progress. Typically relies on teacher prompts to complete tasks and may struggle with more open-ended activities without direct support.

N

Struggles to meet milestones and requires focused support. Benefits from one-on-one assistance and consistent guidance to make meaningful progress. Requires regular intervention to stay on track, and progress is slower. Needs targeted support plans that address specific areas, such as skill reinforcement or motivation strategies.

N/I

This category is used when the skill or area of development has not been introduced or assessed at this point in the school year.

MST

Your child fully understands and consistently applies the skill, content, or concept at a high level. They can use their knowledge creatively and often assist others, demonstrating a deep and flexible understanding. Your child demonstrates creativity, independence, and the ability to connect learning beyond classroom tasks.

ADV

Your child shows a strong understanding and can apply the skill, content, or concept easily. They often experiment with new ways of using what they know and are eager to extend their learning further. Your child is effective at using feedback to improve, showing signs of leadership in group settings.

COM

Your child has a solid understanding of the skill, content, or concept and can demonstrate it independently most of the time. They are becoming more comfortable and consistent in using what they have learned. Your child shows progress towards consistent self-directed learning and is often ready to take on tasks independently with minimal reminders.

DEV

Your child is beginning to understand and can grasp parts of the skill, content, or concept. They are growing in confidence but still require help to apply their understanding consistently. Your child benefits from structured guidance and requires regular prompts to engage with familiar tasks.

BEG

Your child is just starting to explore new ideas, skills, or content. They often need significant guidance and support from their teacher to engage with new tasks or concepts. Your child may struggle to meet learning milestones without consistent one-on-one support and benefits from targeted intervention plans.

N/I

This skill hasn't been introduced yet but is planned for later in the year. Your child will explore it as they progress through Primary School. This is a normal part of foundational learning as they build readiness for future skills. The growth potential here is to prepare your child for upcoming learning opportunities.