Post date: Apr 06, 2014 2:15:19 PM
Many elementary schools in America are converting from letter grade to checklist report cards. A’s, B’s, and C’s are being replaced with grades like I for insufficient progress, P for progressing and M for mastered. There are advantages to the new grading system with the main goal being the ability to tell a story of a child’s progress instead of a point value. As discussed in class, teachers are frustrated with yet another change and parents are scratching their heads in confusion when they first open their child’s report card. The new report cards, often-called standards-based report cards are detailed, lengthy and overwhelming, especially for parents unfamiliar with the meanings of the standards being assessed.
In Chapter 18 of the text, Measurement and Assessment in Teaching, Miller and Linn (2013, pg. 365), discuss the practice of replacing traditional report cards with a list of objectives to be checked or rated. They say, “The checklist form of reporting has the obvious advantage of providing a detailed analysis of the student’s strengths and weaknesses so that constructive action can be to help improve learning.” Standards-based report cards should provide more uniformity between educators than traditional report cards, because all students are evaluated on the same grade-appropriate skills. And, parents can see exactly what skills and knowledge their children have learned.
As a parent raised on the traditional grading system, the new standards-based report card is taking some getting used to even though I am familiar with the educational standards. I am used to opening up a report card and seeing a simpler format with reading, language arts, math, science and social studies with a letter grade next to each. Now, I unfold a legal sized paper and see 13 main content areas with up to eight specific skills listed under each one. The top of the page has a domain standards key and performance skills indicators. It is a lot to take in. I do understand the benefits and goals so will adapt to the new format.
References
Miller, David M., Linn, Robert L., and Gronlund, Norman E. (2013). Measurement and
Assessment in Teaching, pg. 365.