3. Learning Verification Scoring Guide

Calvary Preparatory Academy — Teacher Guide

Holistic Grading Model — Summary Reference

Page 3 of 5
Class-Specific Tier — Learning Verification

Learning Verification Scoring Guide

Meeting Content — 30% — Cols C through F — scored out of 20 per section

Before you begin

This is the most important category in the model. Read the student's pre-meeting reflection before the session starts. Use it to triage which subjects need the most time. Score all four components at the end of each section's presentation.

Component 1 — Depth of Understanding

Col C — 0 to 10 — 50% of category

Can the student explain concepts accurately in their own words? Can they go beyond surface recall and make real connections?

Score	Level	Observable indicators
9–10	Thorough command	Explains clearly in own words. Connects ideas. Makes real-world connections. Goes beyond what was minimally required.
7–8	Solid understanding	Understands core concepts well. Can apply when prompted. Minor gaps.
4–6	Surface understanding	Aware of topic but shallow. Heavy reliance on reading from submitted work.
1–3	Minimal understanding	Struggles to explain even with prompting. Work submitted but learning not evident.
0	No understanding	Cannot explain the material at all. Teacher cannot verify any learning occurred.

Subject-specific prompts

Subject	Depth questions to ask
History	Why did this event happen? What were the long-term effects? How does it connect to something happening today?
English	What is the author trying to say? What does this character want, and why does that matter? What would you change about your own paper?
Math	Explain this concept in your own words. Now solve this problem — walk me through your thinking.
Science	What did the lab show? Why does this happen? Where do we see this in the real world?
Foreign Language	Translate this sentence. Conjugate this verb. Tell me about your week using vocabulary from this unit.
Bible	What did you study this section? How does it connect to your life right now? What question did it raise for you?

Component 2 — Responsiveness to Questioning

Col D — 0 to 4 — 20% of category

How does the student handle questions they did not prepare for? Can they think in real time?

Score	Level	Observable indicators
4	Highly responsive	Handles unexpected questions confidently. Genuine reasoning — not rehearsed recall.
3	Adequately responsive	Answers most questions with some prompting. Recovers from hesitation.
2	Partially responsive	Handles prepared questions but struggles with anything unexpected.
1	Minimally responsive	Cannot engage meaningfully beyond prepared material.
0	Non-responsive	Unable or unwilling to engage with any teacher questioning.

Component 3 — Growth Awareness & Ownership

Col E — 0 to 4 — 20% of category

Does the student know where they stand? Can they identify gaps and describe a specific improvement plan?

Score	Level	Observable indicators
4	Strong ownership	Accurately identifies strengths and gaps. Has a specific, actionable plan. May reference prior sections to show growth.
3	Developing ownership	Some self-awareness. Can identify areas for improvement when prompted. Plan is vague.
2	Limited ownership	Little awareness of gaps. No meaningful improvement plan offered.
0–1	No ownership	Entirely passive. No self-reflection offered.

Component 4 — Teacher Conviction & Discontinuity Flag

Col F — 0 to 2 — 10% of category

After the meeting: does the overall picture cohere? Does the meeting performance match the curriculum grade?

Score	Level	Teacher assessment
2	Fully convinced	Meeting performance consistent with or exceeds curriculum grade. No reason to question authenticity.
1	Partially convinced	Some consistency but notable gaps. Mild questions about depth of independent learning.
0	Discontinuity flag	Significant gap between curriculum grade and meeting performance. Student cannot explain or defend work they supposedly completed.

Discontinuity flag protocol

When you award 0 for Teacher Conviction: (1) Document the specific discrepancy in col H Notes — what could the student demonstrate and what could they not. (2) Follow up through normal professional and administrative channels. (3) A second discontinuity flag in the same course in the same semester should trigger administrative review.

Score reference

100% — A+

90% — A−

85% — B

80% — B−

70% — C

60% — D

<12

<60% — F

The portfolio approach

Students may present work from any prior section during any meeting. This earns meeting content points for the section being defended, not the section in which the work was originally assigned. Students who are behind can still earn meaningful LV points by defending whatever they have completed.