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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.


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.


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.


The purpose of this report card is to communicate current information

regarding academic achievement and work

habits to students, parents/guardians,

teachers and administrators.


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.


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.


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.

Labeling Levels of Student Performance

1. Levels of Understanding / Quality

Modest Beginning Novice Unsatisfactory

Intermediate Progressing Apprentice Needs Improvement

Proficient Adequate Proficient Satisfactory

Superior Exemplary Distinguished Outstanding

2. Level of Mastery / Proficiency

Below Basic Below Standard Pre-Emergent Incomplete

Basic Approaching Standard Emerging Limited

Proficient Meets Standard Acquiring Partial

Advanced Exceeds Standard Extending Thorough

3. Frequency of Display

Rarely Never

Occasionally Seldom

Frequently Usually

Consistently Always

4. Degree of Effectiveness 5. Evidence of Accomplishment

Ineffective Poor Little or No Evidence

Moderately Effective Acceptable Partial Evidence

Highly Effective Excellent Sufficient Evidence

Extensive Evidence

10. Will teachers’ comments be included and encouraged?

1. What can be communicated beyond the current product (achievement) and process (behavior) indicators?

2. What general comments for the class are important?

3. What specific comments for each student will be most meaningful?

11. How will information be arranged on the report?

1. Keep in mind the importance of “order” and “space.”

2. List the legend on top.

3. Elementary level is typically ordered by subject area.

4. Secondary level is typically by schedule, but not necessarily.

5. Consider including sections for parent and student comments, and a cumulative record of results.

12. What are parents expected to do with this information?

1. Will we ask parents to offer general comments or respond to specific questions?

2. What questions will be most helpful and meaningful?

3. Where will we post these questions?

4. What is the best way for parents to respond?

13. What are students expected to do with this information?

1. Will students be asked to reflect on and respond to the information in the report ?

2. What procedures will be set to encourage students reflection and response?

3. Will the report card be used as basis for setting goals and planning?

4. How will plans be formalized and results recorded?

14. What policies need to accompany the new reporting procedures?

1. Course credit?

2. Promotion?

3. Honor societies and other recognitions?

4. Athletic eligibility?

15. When should input of parents and/or students be sought?

1. During the development of the report card?

2. When planning other means of reporting?

3. Prior to implementation?

4. When considering reactions to pilot versions?

5. When considering implications for school policies?

Success requires attention to both

Organizational and

Individual aspects of change.

Remember the

Stages of Concern 1. Personal

2. Management

3. Impact

From: Hall, G., Wallace, R. & Dossett, W. (1973). A developmental conceptualization of the

adaptation process within educational institutions. Austin, TX: Research and

Development Center for Teacher Education, University of Texas.

Consider the

Order of Change

Attitudes and Beliefs

Practices and Experiences

Results

From: Guskey, T. R. (1986). Staff development and the process of

teacher change. Educational Researcher, 15(5), 5-12.

Generic Grading Guidelines 1. Divide all evidence gathered on students into one of three exclusive categories based on

Product, Process, and Progress criteria.

2. Within the Grade Book, divide all Product evidence into two categories:

Practice/Formative and Evaluative/Summative.

3. No zeros may be entered in the Evaluative/Summative category unless a student actually

gets every question wrong.

4. When assigning an overall grade or mark to a course or subject area, ensure that the grade

reflects your stated purpose: it is an accurate, meaningful, and defensible summary of

what a student has learned and is able to do at this point in time in reference to stated

standards for student learning.

In determining what grade or mark is the most accurate and defensible, it is best to:

a. Avoid the practice of averaging

b. Give priority to the most recent evidence

c. Give priority to the most comprehensive evidence

d. Give priority to the evidence related to the most important learning goals or standards

e. Have valid evidence to support your decision

The

Kentucky

Program

We Started with the

Common Core:

Mathematics

Operations and Algebraic Thinking

Number and Operations – Base 10

Number and Operations – Fractions

Measurement and Data

Geometry

Mathematical Practices

#5 Report

Cards are but

One Way of

Communicating

with Parents !

Forms of Reporting

to Parents Include:

Report Cards

Notes with Report Cards

Standardized Assessment Reports

Weekly / Monthly Progress Reports

Phone Calls

School Open Houses

Newsletters

E-mail

Personal Letters

Homework

Evaluated Assignments or Projects

Portfolios or Exhibits

School Web Pages

Homework Hotlines

Parent-Teacher Conferences

Student-Led Conferences

In Reporting to Parents:

1. Include Positive Comments.

2. Describe Learning Goals or Expectations

(Include Samples of the Student’s Work).

3. Provide Suggestions on What Parents

Can Do To Help.

4. Stress Parents’ Role as Partners in the

Learning Process.

Guidelines for

Better Practice

#1 Begin with a

Clear Statement

of Purpose

Why Use Grading and Reporting?

For Whom is the Information

Intended?

What are the Desired Results?

#2 Provide Accurate and Understandable

Descriptions of

Student Learning

More a Challenge in

Effective Communication

Less an Exercise in

Quantifying Achievement

#3 Use Grading and Reporting to Enhance Teaching and Learning

Facilitate Communication

Improve Efforts to Help Students

An Important

Distinction:

Managers know

how to do

things right.

Leaders know

the right things

to do!

For Help or Additional Information:

Lee Ann Jung Thomas R. Guskey College of Education College of Education

University of Kentucky University of Kentucky

Lexington, KY 40506 Lexington, KY 40506

859-257-7905 859-257-5748

LJung @ uky.edu Guskey @ uky.edu

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