Developing Standards-Based Report Cards Thomas R. Guskey Lee Ann Jung Crucial Development Questions 1. What is the purpose of the report card? 2. How often will report cards be completed and sent home? 3. Will a specific report card be developed for each grade level, or will a more general report card be used across several grade levels? 4. How many standards will be included for each subject area or course? 5. What specific standards will be reported at each grade level or in each course? 6. Will standards be set for the grade level or each marking period? 7. What product, process, and progress standards should be reported? Crucial Development Questions 8. How many levels of performance will be reported for each standard? 9. How will the levels be labeled? 10. Will teachers’ comments be included and encouraged? 11. How will information be arranged on the report? 12. What are parents expected to do with this information? 13. What are students expected to do with this information? 14. What policies need to accompany the new reporting procedures? 15. When should input of parents and/or students be sought?
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Developing Standards-Based
Report Cards
Thomas R. Guskey
Lee Ann Jung
Crucial Development Questions
1. What is the purpose of the report card?
2. How often will report cards be completed and sent home?
3. Will a specific report card be developed for each grade level, or will a more general report card be used across several grade levels?
4. How many standards will be included for each subject area or course?
5. What specific standards will be reported at each grade level or in each course?
6. Will standards be set for the grade level or each marking period?
7. What product, process, and progress standards should be reported?
Crucial Development Questions
8. How many levels of performance will be reported for each standard?
9. How will the levels be labeled?
10. Will teachers’ comments be included and encouraged?
11. How will information be arranged on the report?
12. What are parents expected to do with this information?
13. What are students expected to do with this information?
14. What policies need to accompany the new reporting procedures?
15. When should input of parents and/or students be sought?
1. What is the purpose of the report card?
1. Have we reached consensus on the purpose ?
2. Are we clear about:
a. What information will be communicated in the report card?
b. Who is the primary audience for that information?
c. How should the information be used?
3. Have we decided where we will include this Statement of Purpose on the report card?
Key Questions in Defining the
Purpose of Report Cards
1. What information will be communicated in the report card?
2. Who is the primary audience for that information?
3. How should the information be used?
Purpose Statement: Example 1
The purpose of this report card is to communicate information about the
student’s academic achievement and work
habits to students, parents/guardians,
teachers, and administrators.
Purpose Statement: Example 2
The purpose of this report is to be a tool that communicates
information about student’s
achievement and behavior for the
student, parents, teachers, and the
community to enhance the student’s
education and opportunities for growth.
Purpose Statement: Example 3
The purpose of this report is to provide a communication tool for
the student, parents, teachers, and
administrators that describes each
student’s academic achievement,
growth, and work ethic.
Purpose Statement: Example 4
The purpose of this report card is to communicate current information
regarding academic achievement and work
habits to students, parents/guardians,
teachers and administrators.
Purpose Statement: Example 5
The purpose of this report card is to describe students’ learning progress to
their parents and others, based on our
school’s learning expectations for each grade
level. It is intended to inform parents and
guardians about learning successes and to
guide improvements when needed.
Purpose Statement: Example 6
The purpose of this report card is to communicate with parents and
students about the achievement of specific
learning goals. It identifies students’ levels
of progress with regard to those goals,
areas of strength, and areas where
additional time and effort are needed.
Purpose Statement: Example 7
The purpose of this report card is to inform students of teachers’ judgments
of their academic performance in each of
their classes. Grades reflect how well
students have met the established learning
goals in each class, areas of outstanding
performance, and areas where additional
effort is required.
2. How often will report cards be completed and sent home?
1. Have we reached consensus about the completion and distribution of report cards?
2. Are we consistent across school levels?
3. Can we explain / justify this to all stakeholders?
a. Parents
b. Students
c. Teachers
d. School Leaders
e. Others
3. Will a specific report card be developed for each grade level, or will a more general report card be used across
several grade levels?
1. Have we considered the advantages and shortcomings of each approach?
2. Are we prepared to defend our decision to all stakeholders?
4. How many standards will be included for each subject area or course?
5. What specific standards will be reported at each grade level or in each course?
1. Have we reached consensus on the 4-6 standards to include?
2. Are they stated in clear and understandable language?
Differences in Standards
Curriculum Standards Reporting Standards
1. Designed for Planning 1. Designed for Reporting
Instruction and Assessments on Student Learning
2. Many in Number 2. Relatively Few in Number
(10 - 50 per subject) (Usually 4-6 per subject)
3. Highly Specific 3. Broad and More General
4. Complicated and Detailed 4. Clear and Understandable
5. Expressed in Complex, 5. Expressed in Parent-
Educator Language Friendly Language
6. Will standards be set for the grade level or each marking period?
1. Have we reached consensus on what we think will work best?
2. What will best satisfy the needs of our stakeholders?
a. Students
b. Parents
c. Teachers
3. Can we justify our decision to those stakeholders?
7. What product, process, and progress standards should be reported?
1. Have we reached consensus on these?
2. How will they differ (or not) across levels?
3. Do they make sense to all stakeholder groups?
Examples of Process Factors 1. Attitude
2. Behavior
3. Class Attendance
4. Class Behavior or Attitude
5. Class Participation
6. Class Quizzes or “Spot-Checks”
7. Cooperation
8. Cooperation with Classmates
9. Daily Work in Class
10. Effort
11. Formative assessments
12. Homework (Completion and Quality)
13. Initiative
14. Interaction
15. Motivation
16. Neatness of Work
17. Notebook or Journal Completion
18. Organization
19. Punctuality in Assignments
20. Punctuality to Class
21. Respect
22. Responsibility
23. Study Skills
24. Work Habits
8. How many levels of performance will be reported for each standard? 9. How will the levels be labeled?
1. Have we reached consensus?
2. Are we clear about:
a. What each level means?
b. How students can move up in level?
c. Are there representative samples of student work?
Sample Process Rubric
for Homework
Homework Rubric
4 – All homework assignments completed and turned in on time
3 – One or two missing or incomplete homework assignments
2 – Three to five missing or incomplete homework assignments
1 – Numerous missing or incomplete homework assignments.