Simformation 5: Reporting Student Progress.

Autor/in	Miles, William R.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Simformation 5: Reporting Student Progress.
Quelle	(1977), (50 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Academic Achievement; Decision Making; Elementary Education; Grades (Scholastic); Grading; Individualized Instruction; Parent School Relationship; Report Cards; School Community Relationship; Student Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Decision-making; Entscheidungsfindung; Elementarunterricht; Notenspiegel; Notengebung; Schulnote; Individualisierender Unterricht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Berichtszeugnis; Studentische Bewertung
Abstract	Focusing on written reports of student progress, this paper seeks to help principals and instructional improvement committees in individually guided education schools analyze their reporting systems. The report clarifies the reasons for and the philosophical bases of reporting student progress, discusses the impact of such reporting on school-community relations, suggests alternative methods of reporting cognitive and affective achievement, and outlines a process a school district might follow to change its reporting system. The methods of reporting cognitive achievement discussed are checklists, narrative reports, and the traditional system of letter grades. The two methods of reporting affective achievement are behavior attitude checklists and comment cards. Examples of forms to be used in these methods are provided. A school or district that wants to change its reporting system should go through a nine-step analysis process that includes establishing the mandate, forming a committee, analyzing what is presently in use, establishing criteria for a new system, analyzing alternative methods, building a new system, routing decisions, implementing the program, and evaluating the new system. A rationale is presented for involving school-community members in decision-making on a reporting system. (Author/IRT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC