by Dr. Kristy Goodwin     Recent media attention on NAPLAN tests have put the focus back on reports and grading children in primary school and raised the debate about their appropriateness. Are reports essential?  What information do they provide parents? How can parents act on this information?

Why do we have reports?

Parents are always keen to know how their child is progressing at school and it is most important that they are kept well informed. Reports are one way to do this: they inform parents about a child’s progress at school. Essentially, reports should provide parents and students with clear indications about a child’s areas of strength and areas that need further consolidation, in relation to the curriculum and other areas of social and emotional development.

In addition to reporting on a child’s progress, reports should also indicate a child’s effort in relation to how they have applied themselves to particular areas, not just their performance. This is particularly important for low-achieving students who may work tirelessly yet not achieve excellent results.

Types of Reports

Typically, most schools provide half-yearly and yearly reports. These are ‘summative’ forms of information that provide a snapshot into a child’s academic and social and emotional development. However, there are other ways for schools to communicate a child’s progress and development to parents (and the child). Interviews, student work samples, portfolios of student work and informal discussions with teachers all provide meaningful and ongoing forms of reporting.

Many schools use numerical data such as percentages or class/grade rankings or assign alphabetic rating scales to provide a precise indicator of student achievement. This quantitative data is usually accompanied by a written comment for each subject and perhaps an overall comment at the end of the report.

How to Interpret Results

It is important that you clearly understand the numerical or alphabetic rating scales that are included in your child’s report as schools use different systems.  Whilst there has been some attempt, in recent times, to provide a more uniform reporting approach in Australia, using A-E rating scales, these systems can be interpreted differently by schools. Typically, these scales are applied:
A- greatly exceeding the standard expected for that year or stage.
B- - above the standard expected for that year or stage level.
C- at the standard expected for that year or stage level
D- below the standard expected for that year or stage level
E- well-below the standard expected for that year or stage level

Your child’s performance is measured against standards that may be statewide, school or district-level. In Australia, achievement is usually measured against state-wide standards that are mandated in school curriculum documents (syllabus). Generally, you will know in advance if your child will receive an A or E as these students are typically receiving extension or remedial work or will have an individualised learning program implemented. For most children, receiving a ‘C’ is considered appropriate.

However, we must remember that numerical scores and alphabetic rating scales, such as A-E rating systems, do not necessarily provide accurate indicators of a child’s achievements. These scores do not encapsulate all that a child is capable of, nor do they always reflect a true indication of a child’s ability.  These scores and rankings are often, but not always, based on stand-alone assessments (like the NAPLAN tests which are based on one test on one day) and do not capture the diversity and richness of a child’s learning experiences over a period of time. It is important that parents consider this when reading their child’s report.

Important Considerations

The debate needs to focus on the ways in which we report to parents. How can teachers most effectively capture what a child has learnt and the growth in their overall development, in a succinct and accurate fashion?  This is by no means an easy task.  However, there are some innovative schools (and dedicated teachers), who are considering alternative forms of reporting.

Digital portfolios, which are digital compilations of students’ work samples usually sent home on a CD-ROM, DVD or available through a secure website, are proving to be an effective way to document what a child has learnt and accomplished at school.  Using digital portfolios teachers can include a video of a student’s speech, or a recording of their oral reading or a maths interview. These forms of assessment are authentic as they are borne out of regular classroom practice (not a stand-alone test) and clearly identify a child’s understanding and achievement.

Other alternatives to school reports are three-way interviews that involve the student, parent/s and teacher. These are effective ways of communicating a child’s learning and performance, as the key stakeholders are present.

Good reporting practices do more than simply provide a ‘snapshot’ of student performance. Reports should identify where a child was, where they are now and the direction in which they need to head. If they are heading in the right direction and gaining new skills and understandings then that should be celebrated and acknowledged in the report. Alphabetic ranking scales and numerical data do not convey such information to parents.

How can I act on the information in reports?

• Select the right time and place to discuss your child’s report with them. If you are disappointed or upset, delay the conversation until you can talk with your child in a calm manner.

• Ensure you have your child’s full attention (in the car when you have just opened the report is not the best time or place).

• Celebrate your child’s accomplishments and focus on their achievements.

• Discuss areas in which they can improve and set realistic goals, together. Ask your child what they would like to be better at. Then come up with two or three practical things that they can do to improve. Simple strategies such as starting a project when it first comes home, or reading the reader in the morning, as opposed to the night are effective. Perhaps you need to seek the assistance of a professional tutor to assist your child.

• Avoid the temptation to compare your child’s report to that of a friend or even to another sibling. Each child is different and learns at different rates.

• If you are unsure of anything stated in a report, or feel that it is not an accurate description of your child’s performance, arrange to meet with the teacher to discuss this. Do not confront the teacher at the beginning of the school day or as the children are walking out the gate.  Perhaps, inform the teacher about what you are concerned about before the scheduled meeting so that he/she can be prepared and share work samples to substantiate any claims or provide suggestions for areas of improvement.

Sadly, the reality is that some children will receive ‘disappointing’ results because they are not academically oriented or have severe learning impediments.  That is okay and that is why it is important to celebrate a child’s progress (even if only slight). Children have unique interests, backgrounds, prior experiences and opportunities that determine their ability to learn and the pace at which they learn. Therefore, student achievement is not always uniform.

Hence, it is not be appropriate or realistic to expect that all students in a grade level or stage will achieve a specific benchmark or grade level. Instead, it is important that parents are informed about their child’s learning and development at school.  Therefore, it is important that you find your child’s natural abilities and highlight these and reward their effort and not just the final outcome. If your child is genuinely trying their best then you cannot ask for more as a parent.

About the author

Dr Kristy Goodwin is the Director of Every Chance to Learn, an educational consultancy business, which offers a range of services to parents, students and teachers, including seminars for parents on practical ways they can support their child’s learning at home. Kristy also works as an education consultant with several multimedia companies developing educational and multimedia resources for children. She lectures Macquarie University and University of Notre Dame and is an associate member of Macquarie University’s Centre for Research in Mathematics and Science and Education (CRiMSE). Kristy is an experienced teacher, presenter and parent educator and is particularly interested in young children’s learning and development and the use of educational technologies to enhance learning.

For more information visit www.everychancetolearn.com.au

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