Chapter 9: Grading and Reporting

System
• Tools for Comprehensive Reporting System

• Guidelines for Better Practice

• Planning and Implementing Parent-Teacher

Conference
Tools for Comprehensive Reporting System
• Report Cards
• Notes: Attached to Report
• Standardized Assessment
Report
• Phone Calls to Parents
• Weekly/Monthly Progress
Reports
• School Open-Houses
• Newsletter to Parents
• Personal Letter to Parents
• Evaluated Projects or
Assignments
• Portfolios or Exhibits of
Student's Work
• Homework Assignments
• Homework Hotlines
• School Web Pages
• Parent-Teacher Conferences
• Student-Teacher Conferences
• Student-Led Conference
Guidelines for Better Practice
The following statements serve as guide on how to
utilize effectively the grading and reporting systems:

1. Begin with a clear statement of purpose.

2.Provide accurate and understandable descriptions of
learning.
3.Use grading and reporting to enhance teaching and
learning.
 DO DON'T
• Use well-thought-out professional • Depend entirely on number crunching.
jugments.
• Allow personal bias to affect grades.
• Try everything you can to score and
grade fairly. • Grade on the curve using the class as
the norm group.
• Grade according to pre-established
learning targets and standards.
• Keep grading procedures secret.
• Clearly inform students and parents
of grading procedures at the
beginning of the semester.

• Base grades primarily on student • Use effort, improvement, attitudes, and

performance. motivation for borderline students.
• Rely most on current information. • Penalize poorly performing
students early in the semester.

• Mark grade and return assessments • Return assessments weeks later

to students as soon as possible and with little or no feedback.
with as much feedback as possible.

• Review borderline cases carefully, • Be inflexible with borderline cases.

when in doubt, assign the higher
grade.
• Use zero scores indiscriminately
• Convert scores to the same scale when averaging grades.
before combining.
• Weight scores before • Include extra credit
combining. assignments that are not
related to the learning targets.

• Rely on one of two

• Use a sufficient number of assessments for a semester
assessments. grade.

• Lower grades for cheating,

• Be willing to change grades misbehaving, tardiness, or
absence.
when warranted.
Planning and Implementing Parent-Teacher
Conference
The parent-teacher conference is the most common
way teachers communicate with parents about
students progress. It is typically a face-to-face
discussion, though phone conferences and calls can
also be used. Parent-teacher conferences may be
initiated by either the teacher or the parent, based
on purpose.
Types of Parent-Teacher
Conferences
Group Conferences

- These are conducted in the beginning

of the year to communicate school and
class policies, class content, evaluation
procedures, expectations and procedures
for getting in touch with teachers.
Individual Conferences

- These are conducted to discuss the

individual student's achievement, progress or
difficulties.
Checklists for Conducting Parent-
Teacher Conferences
 Plan each conference in advance.
 Conduct the conference in a private, quiet, and
comfortable setting.
 Begin with class discussion of positive student
performances.
 Established an informal, professional tone.
 Encourage parent participation in the conference.
 Be frank in reviewing student strengths and
weaknesses.
 Review language skills.
 Review learning targets with examples of student
performances that show progress.
 Avoid discussing other students and teachers.
 Avoid bluffing.
 Identify two or three areas to work on in a plan of
action.
 Before the
Conference
 Encourage parents to
review student work at
home, note concerns or
questions, and bring those to
the conference.
 Schedule times that are
convinient for both working
and non-working parents.
 Notify parents well ahead
of scheduled conference
times.
During the
Conference
 Provide child care,
refreshments, and
transportation if necessary.
 Show multiple samples of
student work and discuss
specific suggestions for
improvement.
 Actively listen and avoid
the use of educational
jargon.
After the
Conference
 Provide parents with a
telephone number and
schedule of specific times so
they may call you with
concerns.
 Follow up on any
questions or concerns raised
during the conference.
 Plan a time to meet again
if necessary.
 Before the During the Conference After the
Conference Conference

 Provide staff  Communicate expectations  Encourage parents to

development for new and describe how parents can discuss the conference with
teachers on the purpose help. their child.
for conferences,
preparation, and
scheduling.

 Consider alternative Develop a system for on- Ask parents for written
locations, such as church going communication with evaluation of the
or community centers for each parent that recognizes conference and encourage
parents' convenience. parents as partners. them to make suggestions.

 Print conference Provide resources materials  Debrief with colleagues

schedules and materials in that parents might use at to look for ways to improve
multiple languages, if home to strengthen students' future conferences.
necessary. skills.