Describes a new system for evaluating the multi-faceted academic-personal-social growth of elementary school students. (RB)

The evaluation process does not need to be translated into grades. It is time that we found an alternative to grading. (RC)

This booklet is a compilation of school reports and report forms used in secondary schools. The editor has gathered sample forms from various schools in Australia. The prefatory remarks explain norm referenced and criterion referenced reports. Many schools use parent teacher interviews or student profiles as reporting procedures. The profile,…

Takes a positive view of assigning scholastic grades to students. Advances several reasons why grades are beneficial. (HMV)

This paper reports on an investigation of the preferences of 50 parents of kindergarten children for various types of report cards and proposes a method of reporting that conforms to the parents' preferences. A general opinionnaire plus a Report Card Evaluation form were designed for the study. Parents were found to prefer (1) a reporting method…

Computer-generated report cards must be analyzed, evaluated, explained, and acted upon in the same manner as any other professional report. Followup with analysis and recommendations combining information and professional advice must occur. Five helpful suggestions are included. (MLH)

A condensed student profile is a quick reference tool that can provide a comprehensive overview of all vital information that is known about a particular student. A sample form includes sections for vital statistics, test scores, report card information, sociogram, personality test, parent questionnaire, health record, attendance, and whether…

In 2002, five state agencies overseeing technology centers and technical colleges formed a consortium with the Council on Occupational Education, a national accreditor of workforce education institutions. The purpose was to develop common benchmarks and a common report card. Subsequently, the consortium received a 3-year grant in 2001 from the…

This book aims to provide a coherent and thoughtful framework for viewing the complex issues related to grading and reporting student learning. The primary goal of grading and reporting is recognized as communication, and grading and reporting are seen to be integral parts of the instructional process. Chapter 1 explores why grading and reporting…

This Digest summarizes trends in grading practices and introduces issues related to standards-based reporting. A large majority of schools use a traditional grading system, and many teachers have a great deal of autonomy in making decisions about grades. Given the latitude that teachers have in developing grading policies and differences in…

This guide was developed to serve as a resource for the staffs of state education agencies and local education agencies who are responsible for producing state, district, or school report cards of the type required under many state or district accountability systems as well as under the No Child Left Behind Act (NCLB). The guide is not intended to…

With the increased focus on standards-based education, more and more states, districts and school are becoming interested in standards-based grading and report cards. Hawaii, for example, is a state that is working hard on its "Standards Implementation Design" (SID), including standards-based report cards. As a component of Maine's Local…

The author considers several issues regarding the development of report card grades for the mildly handicapped mainstreamed student by the regular class and resource teacher. (SW)

Lack of knowledge and interest in grading translates into a serious information breakdown in education. Reforming classroom assessment and grading practices will require educators' commitment to professional development, classroom-relevant training programs, help from professional organizations and testing experts, a coordinated vision,…