Seminar 10

Seminar Task 10

Student Record in Learning

Why are records in schools important to keep? Out of the 13 principles of reporting which one do you think are most important?

Student record keeping is a central way to gather evidence about student achievements. Record keeping assists teachers in making professional judgements about student progress and achievement of syllabus outcomes, and aids in the progression and continuity of student learning. Indeed, record keeping can motivate teachers to develop assessments in a reliable, fair and transparent manner. Brady and Kennedy explore the close relationship between assessment and reporting through 13 key principles (Brady and Kennedy 2019). Each principle plays a viable role on the reporting aspect of the partnership. A few key principles and rationale for their importance follows:

1. Reporting should involve detailed and explicit descriptions of what students have achieved

I believe this principle highlights the important of outcomes-based assessment and reporting. It provides a necessary shift from reporting only by marks, rankings and comments. A detailed criterion is necessary in effective reporting and should reflects the student’s ability to demonstrate specific skills and capabilities.

2. Reporting should provide information that is as meaningful as possible.

Student reporting allows the opportunity for teachers to inform students of their strengths and weaknesses, and to the extent of which performance standards/outcomes are being achieved (Brady and Kennedy). I believe student reporting that focuses on meaning shows a progressive movement away from bare credit of ‘marks and rankings’ or a

Rudimentary evaluation’ of the student’s progress. Instead, meaningful reporting should provide detailed information and constructive feedback that, in turn, enhances student motivation and commitment to learning.

Appraise the 4 different reporting interviews:

Teacher-Parent

The teacher-parent interview is typically the most traditional form of interview. It is conducted once or twice during the school year and often at times through an arranged request. This form of interview should be used to share detail about student achievement, to obtain explanations and eliminate uncertainties. Above all, it is suitable for establishing a coherent school and learning environment.

Teacher-Student

The teacher-student interview can be conducted when acknowledging potential learning difficulties and developing a holistic understanding into a student’s progress (Brady and Kennedy 2019). Teacher-student interviews should be performed in an informal manner prior to parent-teacher interview. This not only allows both student and teacher to evaluate work beforehand but shows a direct focus on the assessment criteria. In turn, students demonstrate a reflective approach to learning by question areas need improvement and praising their strengths. Students are more likely to b successfully; gain a strong sense of purpose and experience success, when they are engaged in tasks they are passionate about. The opportunity for a teach to engage with a student in meaningful conversation about their learning will not only serve to support their progress academically but to help identify their passions, leading to the pursuit of their chosen career

Student-Parent

The student-parent interview or commonly referred to as a student-led reporting is often perceived as an alternative to traditional teacher-parent interviews (Brady and Kennedy 2019). Echoing the tunes of authentic assessment, this reporting method should be used to empower students throughout, therefore students feel less threatening and more inclined to take on board the constructive feedback. This type of report also fosters greater communication to between parents and students. I recommend this type of reporting to be done frequently on a informal basis to promote student-reflective thinking.

Teacher-Student-Parent

This ‘three-way’ reporting is endorsed as a means of improving communication between parents, students and teachers. Open communication between schools, teach and parents is fundamental to a students academic, emotional and social development. This reporting mechanism should be conducted on a formal basis, bi-annually to work in partnership to support the student in their academic endeavours. It should be a time to celebrate achievements, identify strengths and develop strategies that will lead to further improvement and success.