I took the terms (and paraphrased the definitions) that I use to classify levels from the Tennessee Department of Education website as this is what they use to assess students on end of course examinations and applied it to my grading system.
So, here is how I decided to break it down by levels.
You have exceptional understanding and expert ability to apply the knowledge and skills of the standard.
You have a comprehensive understanding and thorough ability to apply the knowledge and skills of the standard.
You are approaching understanding and have a partial ability to apply the knowledge and skills of the standard.
You have a minimal understanding and minimal ability to apply the knowledge and skills of the standard.
You didn’t assess or answer the question; therefore, I cannot objectively measure your learning on the standard.
Another change I have made is to take my state's standards and write them in friendly "I Can" statements to give to students, which I refer to as skill concepts. I then take these statements to align my quizzes. Quizzes range from 1-2 skill concepts while some will range anywhere from 3-5 skill concepts. I was wanting to give only quizzes that assessed 1-2 skill concepts, but I quickly realized that I wasn't going to be able to handle the paperwork load of giving feedback and assessing three to four times a week. I also realized that this was going to be tough given the depth of Algebra 2 and Geometry standards in Tennessee. So, I think I have figured out a more manageable system, and I also feel that this setup works to students' benefit as it is definitely more focused on skills and standards. It is also designed to see where students' strengths and areas of refinement are throughout the course.
Let me know if you have any questions.