FIAE+B2+Chapter+14


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Charli Sayward
Chapter 14: Responsive Report Card Formats After reading this chapter, I felt confused as to how it is possible to adjust report card formats for each student. I am hoping the format for whichever school district I work for is flexible for narrative comments. I worry I won’t be able to report a student’s grade clearly if I have to stick to a rigid format. As a high school honors student, I always received good grades that never really received any comments on a report card. Now that I’m in college I don’t even receive a report card; my grades are just posted online! These formats definitely do not give any explanations for the grades received. I hope to give more details to my students and their parents. The dual approach seems like a great format because it reports a student’s progress as well as a student’s understanding of the material. This would be my choice of format for when I am a teacher.

Jenn Baum
Chapter 14: Responsive Report Card Formats In order to continue to be fair when assessing students, educators need to consider how they report a student’s level of mastery to students, parents, and anyone else who may look at a child’s progress in school. Similar to having different ways of recording grades in a gradebook, there are several different ways that grades can be reported on report cards. Throughout my schooling, my grades have always been reported out by a percentage or letter grade that I earned in the class for a quarter (in high school) or a semester (in college). This grade is supposed to reflect my complete level of mastery throughout the grading period. Even if I did not learn anything from the beginning to the end, or if I mastered one topic more than another, it was all grouped into one grade. One way that I think would be really effective when reporting grades would be to reflect both the individual student’s progress and to give others a way to compare that student to other students of the same age and level. For example, a student that progressed a lot throughout the grading period and was top of their class/age group could receive an A3, compared to a student who had a significant amount of progress, but was below their age group D3. I think this would be a good way to reflect both aspects of a student’s level of mastery and progress.

Linda McLaughlin
//Chapter Fourteen: Responsive Report Card Formats// This chapter stressed the importance of report cards reflecting a student’s progress and achievements, which is sometimes difficult to do with just letter grades. It’s also difficult when there are different levels of work being done in the classroom. What really stood out to me in this entire chapter was at the end when they said, “Educators should keep their report cards’ emphasis on the standards and personal achievement but, when doing so, communicate their rationale for such a focus to parents, and also place a comment on the report card that indicates whether the student is developing the way he or she should be.” (p. 179). This will impact me and my classroom because I now realize the importance of making sure the marks are accurate and clear in their meaning. I'm worried about whether or not I'm going to clearly show a student's assessments, and that some report cards won't allow spaces for comments and adjustments. I’m going to be sure to leave comments for any special situations, and just to be sure that me, the student, and the parents are all on the same page in understanding the student’s standing in the class.

Bri Douglass
In this chapter it discusses the need to give progress reports. It also restates the fact that it’s necessary for a grade to only represent the level of mastery a student has completed. But this section shows how to give progress reports involving student’s personal growth. When I first read this concept in a previous chapter I was skeptical but now that they have given some possible approaches to give students feedback on personal growth as well I see how I can use this in my classroom. I am still a little skeptical about having their grade just be about content because I think that participation and effort or important factors in school and life. Therefore I may have a small percentage be about the student’s participation and effort.

Justin Stewart
Chapter fourteen focused on the unhelpful report card. Lumping students achievements and scores into one number that does not show the progress or ability of the student is not very helpful for the student or anyone else who has need to look at the grade. One interesting way that I want to help students is by using a multiple grade system. This would involve one for the ability of the child, where they are in the class, and their progression through the class. So if a student is at the top of their class and has completed great strides in the class, they could be given an “AA”. If the student is low in the class yet has achieved a great amount of progress in the class, their grade might look like: “DA”. This would allow for me to show that the student may not be the best, but they are progressing at a good pace. Grading is tough and I hope that I am able to make a few adjustments such as writing comments on the report card so the student and parents will know what is going on.

Ryan Pelletier
This chapter discusses progress reports and report cards. I believe that allowing students to receive a progress report can be a very powerful tool. Unfortunately, I do not know if I will be able to provide my students feedback on their progress in their report card. The school’s format for report cards may not allow me to provide my students and their parents with the information they need. I believe I will be able to figure my own little methods to provide my students with an effective progress report. I really want to assess my students fairly and have the ability to demonstrate their mastery of the material. I will do this by finding my own methods.

Taylor Kemp
This chapter talks about report cards and how they are necessary to have. Many parents want to know not only how their student is doing but in reference to other students, which is not the point. Also a simple letter grade is sometimes not sufficient enough for portraying how a student is doing. With this if at all possible teachers should put comments with their grades. Although this is not always possible within a school district for the report cards. The way that this will impact my classroom is that I will make a great effort if needed to give a comment to a parent and use the report card that the school works with to the best of my ability.

Darcie Doodle
Report cards and progress reports are considered very important to most parents, and also to most students who care about their grades and how they’re doing in school. In this chapter one thing that I really liked and will probably use when I’m a teacher is showing the students personal progress and their achievement against the standard. This way, the student is able to show their parents their own progress as a student in the class, and the parent is able to see how their student measures up to the standard at which I am using to grade them. Number and letter grades can sometimes be daunting, however, if a school or school district says that’s what has to be on the progress report then that’s what has to go on there. It is always nice to add comments to the grade, that way it could possibly answer any questions the parents might have.

Erin
This chapter explains different methods of writing out report cards. One of the examples was to make an adjusted curriculum. This is a report on how much progress a student has made compared to where they started out. We also have the dual approach with not only grades and much progress the student has made, but it also grades how the student compares to the standards they must meet. Next, we are given multiple categories within one subject which allows a teacher to give multiple grades. The teachers can clearly categorize the students' strengths and weaknesses. Lastly, we are given the continuous progress report which show growth over a long period of time. This impacted me because I did not realize there were different ways of writing report cards that would make sense to my students. This will impact my classroom because I thought that it would be a really good idea to rate my students' individual progress in the class. This would not only help me figure out their progress, but I can show their parents if they have any questions about their child's grades in my class.

Lyzz Stevenson
Chapter 14: progress reports and report cards are big deals to some students and other couldn’t care less about them. I think that finding a balance for students in this is key. Progress reports are important as they let students and their parents know how they are mastering the material throughout the semester and year. I like the idea of keeping an online grading system so students can check their overall progress whenever they want or need. The chapter also discusses how it is important to have comments and suggestions on the report card and not just a letter grade. Receiving just a letter grade is not sufficient feedback.

Kelly Steinhagen
The one thing, as a teacher, is to allow the report cards to just be grades. Every teacher and school district should make sure that their report cards signify student mastery of understanding, growth, and areas of improvement. They should also match up to standards. By having report cards be this thorough, students and their parents will be able to see personal progress in the school rather than partially meaningless grades. I will keep this in mind when I start teaching because I want to ensure that the students can see their growth as a student instead of seeing grades of either good, bad, mediocre.

Megan Wallace
This chapter emphasized the importance of giving feedback with the report card and formatting them to fit the students. I am not sure how well latter. Every report card that I have ever seen has been the same for all the students in the class with little to no variation for the individual student. I have however seen and received report cards with comments on them. I think I would like to do this. I also plan on giving feedback on the grades the students receive along the way that way they can understand my reasoning and are not surprised by the grade they get.

Matt Towle
 This chapter discussed the things that teachers should be concerned with when it comes to creating report cards or progress reports. One of the main concerns of parents, according to the author, is how their child is performing compared to other students in their class and grade level. However, teachers tend to want to avoid this as it does not clearly describe a student's progress or achievement.  This will affect me in my classroom because I will need to make sure I am clearly communicating a students' progress and achievement while still anticipating what parents will want to know. One of the easiest ways to do this is to provide a comment along with any grade so that parents can put every grade into perspective. Although this can be very time consuming for teachers, it is the way things should be done in order to clearly communicate students' progress and achievement.

Kaitlyn Haase
In chapter 14, the author stresses concerns of report cards. It makes sense that if teaching transitions to differentiation then the grades and report cards must change as well. However, the big concern is how can we create responsive report cards that show meaningful student progress that goes beyond just a grade, without disclosing too many comments and concerns. I think that a final report card should just display grades, because students and parents can receive other progress reports leading up to the final grade inputs.

Alyssa Wadsworth
This chapter insisted on the importance of progress reports. Giving out progress reports is like sharing the wealth of advancement with parents and students, who have the right to know every day what difference has been made in their development as learners. I think that progress reports are a great tool to help students improve, by boosting their confidence and self esteem. It also helps parents and students track mastery as much as I will, which means more possible communication between all parties.

Olivia Norris
Chapter 14 discussed the topic of report cards. Report cards should reflect how the student did in my class, but also I would like to add on the report card comments about how they can improve or explain why they received that particular grade. In order to maintain a differentiated classroom, I will need to change the way I have always done report cards. When I am a teacher, I want to be able to better communicate the student's grades. It may be difficult for me to change this as a teacher, but hopefully I will be a more affective teacher.

Kassaundra
Chapter 14: Responsive Report Card Formats I had never heard of the idea of placing an asterisk next to a grade to indicate that a narrative should be reviewed concerning that specific grade. I love this approach and I plan on using if it possible with my report cards because there is so much more to say about a student than one letter grade. I found a lot of the concepts in this chapter actually happened in elementary school. In my elementary school they used to give grades but also assess personal growth. Furthermore, they used to use multiple categories for one subject. It made me wonder why this practiced stopped once we entered middle school. These reporting strategies can be powerful and can help the student and parents understand where the student is in regards to a certain class, standard and growth progression.