Summit Learning approaches grading with a growth mindset. Assessments are meant to be "for learning" as opposed to "of learning." Each interval within the proficiency rubric indicates a level of understanding so that students can see growth in their understandings of the concepts. The table shows the students' proficiency at each interval. As students’ scores move within these intervals they can see how they are progressing in their understanding of the concepts.
Minimal/ No Evidence 
Not Yet Proficient 
Partially Proficient 
Mostly Proficient 
Fully Proficient 
0  60% 
>60% 
>70% 
>80% 
>90% 
There is minimal or no evidence of understanding the mathematical concepts. 
There is evidence of a surface level understanding of the mathematical concepts, with many conceptual and/or procedural gaps in understanding. 
There is evidence of understanding the mathematical concepts, with some conceptual and/or procedural gaps in understanding. 
There is significant evidence of a broad understanding of the mathematical concepts, with few conceptual and/or procedural gaps in understanding. 
There is strong evidence of conceptual understanding, procedural fluency, and application of the mathematical concepts. 
In the intervals described, the interval for “no evidence” covers a drastically disproportionate range when compared to the other ranges. This creates a situation in which students can receive grades that put them at a significant disadvantage or danger of not passing the course simply due to one endofunit assessment.
Example Student:

Unit x EndofUnit Assessment Score 
Unit y EndofUnit Assessment Score 
Average of EndofUnit Assessment Scores 
No Floor 
85% (mostly proficient) 
30% (no evidence) 
57.5% (no evidence) 
Floor of 60% 
85% (mostly proficient) 
60% (no evidence) 
72.5% (partially proficient) 
The first row of scores in the table shows a student who earned a 30% on the Unit y EndofUnit Assessment. This score indicates that there is no evidence of the student understanding the concept. When this 30% is included in the calculation for the average EndofUnit Assessment score, it is challenging for the student to numerically recover from an average score of 57.5%. This student, who demonstrated a mostly proficient understanding of the concept on the Unit x EndofUnit Assessment, nevertheless has an overall average that represents “no evidence of understanding.”
The second row of scores in the table shows that same student, now using a floor of 60% to show no evidence. When we calculate this student’s average, we see that this student can numerically recover and show growth in their understanding.