ERIC Number: ED208465
Record Type: RIE
Publication Date: 1977-Nov
Reference Count: 0
Simformation 5: Reporting Student Progress.
Miles, William R.
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)
Publication Type: Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers: Home School Community Relations Project
Note: Report from the Project on Home-School-Community Relations. Example 3 may reproduce poorly due to small print of original document. For related documents, see EA 013 921-925.