The educational field in general is a challenging work setting. Most of challenge comes from the expansive variety of individuals that need to learn the same concepts. Each individual is unique and may need different tools to learn the same concept. Every classroom is different based on the variety of individuals present in that classroom. Every instructor is unique and brings different tools to their classroom in how to teach the particular concepts needed to be learned. Every classroom usually has similar assignments and similar forms of instruction. How each of those tasks are evaluated maybe different. This makes the task of producing valid, fair report cards a challenging task. Fair meaning the student in question is being evaluated the same as every other student in your district or your state or across the United States. The discussion and struggles of how to produce valid evaluations will be debated till the end of time.
There are different types of student report cards, each are derived from different types of data. One type is grade-based that uses the data of daily tasks or assignments related to the subject(s) being taught. This might include daily assignments or longer projects. A second piece of data that is usually included in a grade-based report card is assessments that were given based on current subject(s) within that scope of instruction. In some cases, the assessment outcomes may be curved to match the learning abilities of students in the class, which will be different for each class taking the same subject. In some cases, there might be extra credit added to the assessment that might be related or unrelated to the subject of assessment. In some cases, the assessments may include information that has not been taught or unrelated to the current focus of the exam. A third piece of data that might be included in a grade-based report card is student work ethic. This might be added in different ways. Points might be given for turning in the assignment no matter how its completed. Points might be given for being on task. Points might be given for extra credit, such as completing additional related tasks. Points might be given for writing your name and date correctly. Points might be given for turning in your signed paperwork or returned report card. Some of the same components are used to report objectives mastered on an objective-based report card.
A student report card based on objectives or ability may include some of the following components. One component might be teacher observation. A teacher uses his or her expert opinion to determine if a student is able to complete a task. A teacher might include student work ethic in their equation of determining student ability. Teachers often take anecdotal notes during the course of the day that may be used to assess student ability for reporting purposes. Anecdotal data might include personal traits, parts of tasks, knowledge of a particular skill, or possible scaffolds. A second component of objectives-based report cards might be instructional assignments. Assignments usually present a variety data that can be used to assess student ability. Is the student following directions? Can the student write a sentence or paragraph using the correct grammar and punctuation? Can the student comprehend what the task is asking them to do? Are they able to write legibly? Is the student able to summarize or reformulate information? A third component might be formative data. Formative data includes any measurement that provides information to instructors on how to improve their teaching to increase student achievement. This might include a simple thumbs up, thumbs down or a deeper probe of how a student builds a sentence.
Grades based reporting shows an overall grade, but does not necessarily reveal student ability of a particular skill. Both types of reporting can be a valid source of student ability. Educators tend to focus on student objectives during the earlier years of education, PreK-Grade 5, when grade-based reporting begins. This is not a rigid timeline as each state, district, and school may use a different timeline of transition.
