Policy Statements
Evaluation and Grading | Academic Honesty in Language Classes | Internet Guidelines
Modern languages: All teachers, except for level V, use the following categories with + or - 5% in any category. Teachers of the same language and level use exactly the same percentages.
Levels I & II
| Class Participation | 25% |
| Oral Interviews/Role-Plays/In-class Presentations | 25% |
| Tests & Quizzes | 25% |
| Homework | 15% |
| Special Projects | 10% |
Levels III & IV
| Class Participation | 25% |
| Oral Interviews/Role-Plays/In-class Presentations | 25% |
| Tests & Quizzes | 25% |
| Compositions | 15% |
| Homework | 10% |
Latin:
| Tests, Projects, Recitations | 40% |
| Quizzes, Presentations | 40% |
| Homework | 10% |
| Participation | 10% |
Lakeside Languages Department percentage equivalents
99-100 |
A+ |
93-98 |
A |
90-92 |
A- |
87-89 |
B+ |
83-86 |
B |
82-80 |
B- |
77-79 |
C+ |
73-75 |
C |
70-72 |
C- |
67-69 |
D+ |
63-66 |
D |
60-62 |
D- |
59 or below |
E |
A = Superior : The student listens carefully when others speak and actively volunteers on a consistent basis. S/he speaks only in the target language with teacher and peers. S/he participates with enthusiasm, takes positive risks, helps the class progress, and maintains a constructive attitude in all activities. S/he treats everyone in the class with consideration, respect and integrity. His/her presence contributes to a safe, positive learning environment in which all feel comfortable contributing in the target language.
B = Above average : The student volunteers often and listens to the instructor and others. S/he speaks mostly in the target language in class. S/he shows interest and participates in all activities, but is sometimes passive working on group activities and takes fewer positive risks. S/he is generally supportive of her/his classmates, and helps the class progress. Once in a while s/he engages in side conversations, is off task, and distracts others.
C = Average : The student sometimes volunteers, often only when prompted. S/he speaks mostly in the target language in class, but switches easily into English when the teacher is not listening. S/he participates in activities more out of obligation than desire, is habitually passive during group activities, and takes few if any positive risks. S/he sometimes impedes class progress.
D = Unsatisfactory : The student rarely volunteers. S/he often tries to speak English in class. S/he does not pay active attention to classroom activities, or in other ways has a negative influence on class progress. S/he often tries to do homework or think about other things during whole class activities. In pair or small group activities, s/he usually sits back and let/make others carry the activity.
E = Unacceptable : Does not meet community expectations. Blatant disruptions and misbehaving. Little to no genuine interest.
A = Superior : Strong control of language. Impressive grammatical and idiomatic usage; broad command of vocabulary and obvious ease of expression. Proficiency and variety in grammatical and syntactical usage with a few inaccuracies. Ease of expression in all verb tenses learned.
B = Above average : Good sustained control of language with slight awkwardness of expression. Good intonation and use of idiom and vocabulary. Few serious errors of grammar or pronunciation. Some hesitancy of expression in all verb tenses learned.
C = Average : Acceptable use of language with repeated grammatical errors and a less impressive range of vocabulary. Somewhat halting delivery. Fair pronunciation and intonation. Occasional signs of fluency. Obvious difficulties with all verb tenses learned.
D = Unsatisfactory : Weak use of language with serious errors. Restricted vocabulary, limited use of idioms, frequent anglicisms. Little control of verb tense usage. Sentences may force interpretation.
E = Unacceptable: . Extremely weak. Deficient use of vocabulary, little sense of idiom. Glaring errors in pronunciation and grammar.
Academic Honesty in Language Classes
General criteria : academic dishonesty means taking credit for work you did not do yourself.
Specific examples :
| Acceptable practices |
Academically dishonest practices |
| All written work you hand in should be your own individual production, with proper attribution (page references, footnotes, works cited page) given when you are quoting, summarizing, borrowing ideas, or paraphrasing. All oral work should also be based on information that you obtained yourself from sources which you cite (whether print, recorded, or electronic). |
Copying material from books, articles, the internet, and other material created and/or published by someone else. Pretending that you personally obtained information from other assigned sources when you actually got it from another student (paper, project, test, etc.).
|
| Using the answers in the back of the book to check your work after completing an exercise (write the corrections in using a different color). |
Looking at the answers in the back of the book before you do / complete an exercise. |
| Discussing the material covered by an assignment, the concepts or structure, with a classmate or tutor before beginning to write it. |
Writing down exactly the same thing as your classmate or finding specific answers with the aid of someone else. |
| Discussing the topic of a composition and working on an outline for it with your tutor, parent, or friend. |
Getting someone else's help with the actual writing of a composition. |
| Going over assignments your teacher has corrected with your tutor, parent, or friend in order to understand your mistakes. |
Having your assignment proofread or corrected by your tutor, parent, or friend prior to handing it in. |
| Collaborating on dialogue work, scenes, etc. where the teacher specifically asks you to do group work. |
Passing off collaborative work as your own, or not doing your fair share of the collaborative work and thus receiving credit for what someone else accomplished. |
| Using your dictionary and other study guides (as instructed by your teacher) when reading texts. |
Using an English translation of a text. |
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Skipping assigned exercises of tape work where there is no written component. |
| Using the internet as a resource of background information that can inspire and feed into your own analytical and creative work, and citing all materials used as rigorously as any textual source. |
Copying and pasting material of any length from the internet and passing it off as your own work, your own phrasing; using material on the internet without attribution and proper citation. |
For further discussion of citing sources, please visit http://www.lakesideschool.org/upperschool/library/biblionew.html
from worksheet by Erik Christensen
If you're going to use the internet as a resource of information for your projects, please keep the following guidelines and recommendations in mind.
1. Whatever the nature of the project, you must cite all your sources, whatever they may be. In the same way that you cite textual material from the library, you need to cite all websites that you quote from or use other material from, either as text, borrowed image, or background information, say, for explaining a concept. If the project is of a more artistic nature, with colorful layouts and designs, you should include an extra Works Cited page at the back indicating all texts, images, websites and other material that you have either referred to directly or relied on.
2. In using text from a website, you should treat it like any paper source: any piece of text that you use from the internet should get quotation marks or should be clearly attributed in case of a paraphrase. Images, graphics, blocks of data, and other non-textual material must, if copied into the project, be properly footnoted.
3. As with any other type of written assignment in any discipline, every project that has used the internet as primary source of information must be written in your own words, unless you have used quotation marks or are explicitly attributing the material to someone else.
4. Please remember that although the internet is an astonishingly agile research tool, it is not the be-all and end-all resource of information. The lack of a webpage on a particular topic does not exhaust your research possibilities. In most situations, the library is still the best place to go for a controlled selection of substantive and far-reaching content.
Final note: As with any research project, please resist the temptation to borrow material from the internet without attribution. A search engine such as Google can make a thorough enough sweep of the internet to find even a single phrase, and unattributed material is as easy to detect as it is to use too freely.