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A few years ago, my mother sent me a package of my childhood mementos. Included were my Baby Book, with locks from my first hair cut and various benchmark notes of first steps and first words. However, to me, the most interesting things in the box were my elementary school report cards. They were all enclosed in simple brown envelopes with my full name neatly printed on the outside. The initial image evoked memories of carrying those all important progress reports dutifully back to my parents, not daring to take a peek until I got home and my parents recited the news to me.
Back in my day, report cards were pretty straightforward; they reflected in simple A, B, C format a student's progress and understanding of the basic skills; reading, writing, arithmetic, social studies, PE and art. In fact, the front panel of the “Progress Report” clearly states that the “progress a child makes in school is the result of many factors: natural ability; physical and mental health; interest; willingness to work; attitude; the influence of the teacher, classmates and parents; and the contributions of home and community involvement.”
And while for the most part, these benchmark reports still strive to provide accurate, understandable, and useful methods of measuring and reporting student progress, things have changed a bit over the years. Historically, the first student progress reports were created in late 1800s and consisted of a similar list of basic skills. In the 20th century, the skills list was eventually replaced by a number grade and then by a letter grade, both of which usually indicated a student's level of progress according to a specified numerical standard. Finally issues of competition, comparison, and self-esteem were included, featuring teacher comments where students were evaluated according to standards that reflected their achievement in relation to their own effort and ability.
Most folks regard the traditional reporting method as the most objective method. They see A, B, C, D and F as an approximate representation of test scores, homework assignments, and class work, and most parents believe those grades accurately reflect their children's level of progress.
As for educators, they strive to devise more effective ways of evaluating and reporting student progress. Often those efforts include lists of specific skills in a variety of subject areas and a reporting method that identifies an individual student's progress through the skill levels. They try to provide a truer picture of what a particular child is doing.
It's not unusual for parents and teachers to have different goals and expectations about report cards. Parents want to know how their children are performing compared to other children. They also don't want report cards that are confusing or complex, filled with jargon or letters and numbers they find difficult to interpret. In other words, parents want report cards that don't need a users' manual.
On the other hand, educators want to identify each student's strengths and weaknesses and report on the progress that student is making toward achieving individual goals. It's definitely a situation of give and take.
This year, West Park Elementary School is using a standard-based report card. It's all about showing standard benchmarks that need to be met in order for students to be considered proficient in each grade and with each subject. This new system will help parents understand in which subjects and areas of study their child is excelling and where there's room for improvement.
Changing the reporting system is a big issue. After all, report cards provide parents with essential information concerning their child's progress in school.
And while some parents and educators find the new grading system confusing, the new report cards represent a move in the right direction. So be patient.
As it turns out, even my old report cards were a challenge in translation. While my love of learning was clearly reflected in my grades, it was the “Teacher's Comments” that made me a skeptic. Of course, reflections such as “Kathleen is an excellent student and finds no difficulty in learning her first grade subjects” and “She is also a helpful student both to myself and her peers” were all accurate. The others were somewhat harder to believe, like “Socially however she feels a persistent need to complain” (I DO NOT - that's NOT fair) or “Her talking in class could be cut down somewhat” (I have a lot of interesting things to say), and how that trait eventually turned into a great big “I” (needs improvement) marked in the Character Formation column: Polite attention while others are speaking. I mean, surely that “I” has not followed me through most of my adult life!
Kathy Bedell writes a weekly column for The Leadville Chronicle. She may be reached at grpkin@hotmail.com.
Back in my day, report cards were pretty straightforward; they reflected in simple A, B, C format a student's progress and understanding of the basic skills; reading, writing, arithmetic, social studies, PE and art. In fact, the front panel of the “Progress Report” clearly states that the “progress a child makes in school is the result of many factors: natural ability; physical and mental health; interest; willingness to work; attitude; the influence of the teacher, classmates and parents; and the contributions of home and community involvement.”
And while for the most part, these benchmark reports still strive to provide accurate, understandable, and useful methods of measuring and reporting student progress, things have changed a bit over the years. Historically, the first student progress reports were created in late 1800s and consisted of a similar list of basic skills. In the 20th century, the skills list was eventually replaced by a number grade and then by a letter grade, both of which usually indicated a student's level of progress according to a specified numerical standard. Finally issues of competition, comparison, and self-esteem were included, featuring teacher comments where students were evaluated according to standards that reflected their achievement in relation to their own effort and ability.
Most folks regard the traditional reporting method as the most objective method. They see A, B, C, D and F as an approximate representation of test scores, homework assignments, and class work, and most parents believe those grades accurately reflect their children's level of progress.
As for educators, they strive to devise more effective ways of evaluating and reporting student progress. Often those efforts include lists of specific skills in a variety of subject areas and a reporting method that identifies an individual student's progress through the skill levels. They try to provide a truer picture of what a particular child is doing.
It's not unusual for parents and teachers to have different goals and expectations about report cards. Parents want to know how their children are performing compared to other children. They also don't want report cards that are confusing or complex, filled with jargon or letters and numbers they find difficult to interpret. In other words, parents want report cards that don't need a users' manual.
On the other hand, educators want to identify each student's strengths and weaknesses and report on the progress that student is making toward achieving individual goals. It's definitely a situation of give and take.
This year, West Park Elementary School is using a standard-based report card. It's all about showing standard benchmarks that need to be met in order for students to be considered proficient in each grade and with each subject. This new system will help parents understand in which subjects and areas of study their child is excelling and where there's room for improvement.
Changing the reporting system is a big issue. After all, report cards provide parents with essential information concerning their child's progress in school.
And while some parents and educators find the new grading system confusing, the new report cards represent a move in the right direction. So be patient.
As it turns out, even my old report cards were a challenge in translation. While my love of learning was clearly reflected in my grades, it was the “Teacher's Comments” that made me a skeptic. Of course, reflections such as “Kathleen is an excellent student and finds no difficulty in learning her first grade subjects” and “She is also a helpful student both to myself and her peers” were all accurate. The others were somewhat harder to believe, like “Socially however she feels a persistent need to complain” (I DO NOT - that's NOT fair) or “Her talking in class could be cut down somewhat” (I have a lot of interesting things to say), and how that trait eventually turned into a great big “I” (needs improvement) marked in the Character Formation column: Polite attention while others are speaking. I mean, surely that “I” has not followed me through most of my adult life!
Kathy Bedell writes a weekly column for The Leadville Chronicle. She may be reached at grpkin@hotmail.com.
