SlideShare uma empresa Scribd logo
1 de 5
Baixar para ler offline
SCHOOLING
                               VOLUME 1, NUMBER 1, 2010




                 Reporting to Parents and Families

                                Fred C. Lunenburg
                             Sam Houston State University



                                      ABSTRACT

Informing parents and family of a student’s progress in school is an important
function of school personnel. School newspapers, monthly newsletters, parent-
teacher conferences, and teacher and principal visits to the home are methods used
to inform the home of school activities and student progress. The report card is
another method. The value of such reports is unquestionable. In this paper, I discuss
the difficulties in assigning grades and review some methods of reporting student
progress to parents and family.

Keywords: community, family, grading, parents, reporting, student progress




        The educational program of a school is limited by the amount of cooperation it
receives from the home (Olender, 2010). Students are not educated by removing them
from all of their activities for six hours each day and causing them to study English,
mathematics, social studies, and science. They are educated as they live. This places a
demand on the school to be interested in the whole of the student's life—her interests at
home, her interests in the community, and her abilities and talents demonstrated in school
and in all of the interrelated activities of the school community (Lunenburg & Irby,
2006). The more congruence there is among the student's school life, home life, and
community life, the more nearly the student will be accomplishing the fulfillment of a
true education (Cox-Petersen, 2011; Epstein, 2011). School newspapers, monthly
newsletters, parent-teacher conferences, and teacher and principal visits to the home are
methods used to inform the home of school activities and student progress. The report
card is another method of informing parents of the child's progress in school (Guskey &
Bailey, 2010).
        The value of such reports is unquestionable (Lunenburg & Ornstein, 2008). The
time and effort involved becomes one of the biggest clerical tasks the teacher must
perform. In addition to recording school grades on the report cards, the teacher must
devise a system for rating each pupil that is fair, accurate, and consistent (Guskey &
Bailey, 2010; Marzano, 2010). Following, I examine the difficulties in grading and
methods of reporting grades to parents and families.



                                            1
SCHOOLING
2_____________________________________________________________________________________



                                 Difficulties in Grading

        There are several fundamental difficulties teachers experience in assigning grades
to students. First, there is the variability of these measures from teacher to teacher.
Research has shown that teachers vary in their grading of the same test, as much as four
grade levels. That is, a sample of teachers rated a high school essay test from A to D
(O’Connor, 2009). With more careful preparation of examinations and training of
examiners, the reliability and validity of grades can be markedly improved (Gallavan,
2009a,b).
        Not only do grades teachers assign to students show great variability, but they
also do not measure the same kind of accomplishment as do standardized achievement
tests in the same subject (Popham, 2010a,b; Stiggins, 2008). Teachers' grades are an
undefined composite into which enter estimates of effort and attitude. Thus, in addition to
recording scholarship, grades usually include the teacher's personal feelings and reactions
to the pupil. Standardized tests, on the other hand, provide a measure of achievement or
aptitude not subject to personal bias. By definition, a standardized achievement test is a
series of questions designed to provide a systematic sample of performance, administered
in accordance with uniform (standard) directions, scored according to definite (standard)
rules, and interpreted in reference to normative (standard) information (Popham,
2010a,b). Furthermore, administration and scoring of standardized tests are determined so
precisely that the same procedures could be conducted at different times and places. Both
standardized tests and teacher grades are of significance in understanding the student, and
neither should be eliminated as appraisal tools (Salend, 2009; Stiggins, 2008).
        Second, relatively few schools have a reliable aptitude or IQ score for all of their
students. Without this information, it is difficult for teachers to estimate a student's
achievement in relation to his ability. Appraisals of students must somehow attempt to
relate achievement and ability to determine if the student is performing up to his potential
or beyond it.
        Third, there appears to be different grading policies in operation at various
educational levels: elementary school, middle school, high school. For example, at the
elementary school level, a child's achievement may be judged in terms of her own ability,
whereas in secondary schools a student may be graded on a strictly competitive basis.
        Finally, new approaches to educational assessment, in particular, constructed
response, performance testing, and portfolio assessment provide a full range of
alternatives to traditional testing methods (Belgrad, Burke, & Fogarty, 2008; McMillan,
2008; Salend, 2009). These new approaches are useful in all types of large-scale testing
programs, including classroom use. In order to implement these new approaches
effectively, however, teacher training will be necessary (Bulach, Lunenburg, & Potter,
2008).


                             Methods of Reporting Grades

      Over the years, a number of methods of reporting grades to parents have evolved.
In view of the aforementioned difficulties existing in various degrees in different
FRED C. LUNENBURG
_____________________________________________________________________________________3



communities, grading systems will vary with the situation. A few of the more common
methods of measuring school progress follow (Guskey, 2009; Guskey & Bailey, 2010;
Marzano, 2010; McMillan, 2008).

Percentage Method

         The percentage method is one of the oldest. Student ratings are based on a scale
that ranges from zero to 100. For example, a mathematics test contains ten problems. If
all problems are answered correctly, the student would receive 100 percent. If half of the
problems were performed correctly, the student would receive 50 percent. Each test given
during a marking period would be averaged to determine an overall percentage grade for
the period. The percentage method is difficult to use. There are so many points along the
scale that the teacher must make fine discrimination among a class of students.

Letter Method

         The letter method offers more flexibility in determining a student's grade. A letter
grade on a five-point scale is commonly used: A, B, C, D and F. To make these letters
understandable, two practices have arisen. First, the letters are interpreted in terms of
percentages, where, for instance, A = 90 to 100, B = 80 to 89, C = 70 to 79, D = 60 to 69,
and F = any mark below 60. Second, definite standards are established for each of the
five letter grades. For example, standards for an A might be (1) always hands work in on
time, (2) completes all work assigned in a creditable manner, (3) completes more than the
assigned work, (4) shows some creativity in mastering the work assigned, and (5) has an
excellent record of attendance. Successively lower standards can be established for the
remaining letter-grade categories.

Descriptive Method

        Letters to or conferences with parents are used in place of percentages or letter
grades in the descriptive method. Descriptive statements can also be used to supplement
the aforementioned estimates of achievement with explanations of the meaning of the
grades, or other open-ended information supplied.

Percentile Method

        A percentile score of 72 means that 72 percent of all students on whose test
scores the scale is based have scores lower than the examinee. The percentile method is
frequently used in interpreting standardized achievement test scores. The principle reason
for using the percentile is that it enables the parent to know just where the child ranks in
the group.
SCHOOLING
4_____________________________________________________________________________________



Three-Group Method

        The three-group method involves reporting the student's achievement as "above
average," "average," and "below average." The definition of these terms is based on the
percentile technique. If a student rates among the middle 50 percent of his class group, he
is considered an average student. This includes all students between the 25 and 75
percentiles. "Above average" means, therefore, that the student is in the upper quartile of
his group. "Below average" means that he is in the lower fourth of the group.

Rank Method

        The rank method indicates whether the student is first, second, or any position in
her group. Most high schools rank their graduating seniors in this way. Some colleges
and universities use rank in class as one criteria for admission. Parents of students in a
college-bound track often want to know how their child ranks in the group.

T-Score Method

        Like the percentile score, the T-score method is very difficult to interpret. The T-
score represents one-tenth of the standard deviation of the scores for the group
considered. The T-score is not based on the class group or on a grade group, but instead
on a local or national norm for an entire age group. These scores are more prevalent when
reporting standardized achievement test data to parents than when reporting school
grades.
        Each method of reporting student progress to parents has merit. A school must
decide, in light of all the factors, what type of report to adopt. Ideally, the best kind of
report appears to be the descriptive account supplemented by quantitative estimates of
achievement, aptitude, and personality.


                                        Conclusion

        Teachers experience several fundamental difficulties in assigning grades to
students. First, not only is there variability of these measures from teacher to teacher but
also teacher grades do not measure the same kind of accomplishment as do standardized
achievement tests in the same subject. Second, relatively few schools have a reliable
aptitude or IQ score for all of their students. Without this information, it is difficult for
teachers to estimate a student’s achievement in relation to his ability. Third, different
grading policies appear to be in operation at various educational levels: elementary,
middle school, and high school. Finally, new approaches to educational assessment
provide a full range of alternatives to traditional testing methods.
        Several methods of reporting grades to parents and family exist. A few of the
more common methods of measuring school progress include, percentage, letter,
descriptive, percentile three-group, rank, and t-score. Each method of reporting student
progress to parents and family has merit.
FRED C. LUNENBURG
_____________________________________________________________________________________5



                                      References

Belgrad, S., Burke, K., & Fogarty, R. J. (2008). The portfolio connection: Student work
       linked to standards (3rd ed.). Thousand Oaks, CA: Corwin Press.
Bulach, C., Lunenburg, F. C., & Potter, L. (2008). Creating a culture for high-performing
       schools: A comprehensive approach to school reform. Lanham, MD: Rowman
       and Littlefield.
Cox-Petersen, A. (2011). Educational partnerships: Connecting schools, families, and
       the community. Thousand Oaks, CA: Sage.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators
       and improving schools. Boulder, CO: Westview Press.
Gallavan, N. P. (2009a). Developing performance-based assessments, grades K-5.
       Thousand Oaks, CA: Corwin Press.
Gallavan, N. P. (2009b). Developing performance-based assessments, grades 6-12.
       Thousand Oaks, CA: Corwin Press.
Guskey, T. R. (2009). Practical solutions for serious problems in standards-based
       grading. Thousand Oaks, CA: Corwin Press.
Guskey, T. R., & Bailey, J. N. (2010). Developing standards-based report cards.
       Thousand Oaks, CA: Corwin Press.
Lunenburg, F. C., & Irby, B. J. (2006). The principalship: Vision to action. Belmont, CA:
       Wadsworth,Cengage Learning.
Lunenburg, F. C., & Ornstein, A. O. (2008). Educational administration: Concepts and
       practices (5th ed.). Belmont, CA: Wadsworth/Cengage Learning.
Marzano, R. (2010). Formative assessment and standards-based grading: Classroom
       strategies that work. Bloomington, IN: Solution Tree.
McMillan, J. H. (2008). Assessment essentials for standard-based education. Thousand
       Oaks, CA: Corwin Press.
O’Connor, K. (2009). How to grade for learning, K-12 (3rd ed.). Thousand Oaks, CA:
       Corwin Press.
Olender, R. A. (2011). The home-school connection: Forging positive relationships with
       parents. Thousand Oaks, CA: Corwin Press.
Popham, W. J. (2010a). Educational assessment: What school leaders need to know.
       Thousand Oaks, CA: Corwin Press.
Popham, W. J. (2010b). Classroom assessment: What teachers need to know. Upper
       Saddle River, NJ: Prentice Hall.
Salend, S. J. (2009). Classroom testing and assessment for all students. Thousand Oaks,
       CA: Corwin Press.
Stiggins, R. (2007). An introduction to student-involved assessment for learning. Upper
       Saddle River, NJ: Prentice Hall.

Mais conteúdo relacionado

Mais procurados

School based assesment
School based assesmentSchool based assesment
School based assesmentHajar Hamdan
 
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
 
The Perspectives on Collaborative Learning
The Perspectives on Collaborative LearningThe Perspectives on Collaborative Learning
The Perspectives on Collaborative Learningzgenc
 
Assessment &testing in the classroom
Assessment &testing in the classroomAssessment &testing in the classroom
Assessment &testing in the classroomCidher89
 
Factors affecting the academic performance of college students (1)
Factors affecting the academic performance of college students (1)Factors affecting the academic performance of college students (1)
Factors affecting the academic performance of college students (1)Shubham Aggarwal
 
Okta mahendra (1608042030) the analysis of 6 journal articles
Okta mahendra (1608042030) the analysis of 6 journal articlesOkta mahendra (1608042030) the analysis of 6 journal articles
Okta mahendra (1608042030) the analysis of 6 journal articlesAndrew Garfield
 
Teaching Reading using ICT
Teaching Reading using ICTTeaching Reading using ICT
Teaching Reading using ICTWiwiekAfifah
 
Research proposal defense-powerpoint-
Research proposal defense-powerpoint-Research proposal defense-powerpoint-
Research proposal defense-powerpoint-sanimuhammad001
 
Reading Achievement and Reading Efficacy-By-Wiwiek Afifah
Reading Achievement and Reading Efficacy-By-Wiwiek AfifahReading Achievement and Reading Efficacy-By-Wiwiek Afifah
Reading Achievement and Reading Efficacy-By-Wiwiek AfifahWiwiekAfifah
 
Action Research Proposal-ppt
Action Research Proposal-pptAction Research Proposal-ppt
Action Research Proposal-pptArun Joseph
 
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary LevelImpact Of Diagnostic Test For Enhancing Student Learning At Elementary Level
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary LevelPakistan
 
Measurement, assessment, and evaluation in outcome based education
Measurement, assessment, and evaluation in outcome based educationMeasurement, assessment, and evaluation in outcome based education
Measurement, assessment, and evaluation in outcome based educationRommel Luis III Israel
 
Chapter 3 research method p1
Chapter 3 research method p1Chapter 3 research method p1
Chapter 3 research method p1dabneyluang
 
Educational testing and assessment
Educational testing and assessmentEducational testing and assessment
Educational testing and assessmentAbdul Majid
 
Educations' Students Perception on the Professional Qualities of CUP Teachers...
Educations' Students Perception on the Professional Qualities of CUP Teachers...Educations' Students Perception on the Professional Qualities of CUP Teachers...
Educations' Students Perception on the Professional Qualities of CUP Teachers...Cristy Melloso
 
Student Teaching Evaluations: Friend or Foe?
Student Teaching Evaluations: Friend or Foe?Student Teaching Evaluations: Friend or Foe?
Student Teaching Evaluations: Friend or Foe?Denise Wilson
 

Mais procurados (20)

School based assesment
School based assesmentSchool based assesment
School based assesment
 
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...
 
2013 mansor et al
2013 mansor et al2013 mansor et al
2013 mansor et al
 
The Perspectives on Collaborative Learning
The Perspectives on Collaborative LearningThe Perspectives on Collaborative Learning
The Perspectives on Collaborative Learning
 
Assessment &testing in the classroom
Assessment &testing in the classroomAssessment &testing in the classroom
Assessment &testing in the classroom
 
Factors affecting the academic performance of college students (1)
Factors affecting the academic performance of college students (1)Factors affecting the academic performance of college students (1)
Factors affecting the academic performance of college students (1)
 
Okta mahendra (1608042030) the analysis of 6 journal articles
Okta mahendra (1608042030) the analysis of 6 journal articlesOkta mahendra (1608042030) the analysis of 6 journal articles
Okta mahendra (1608042030) the analysis of 6 journal articles
 
Teaching Reading using ICT
Teaching Reading using ICTTeaching Reading using ICT
Teaching Reading using ICT
 
Research proposal defense-powerpoint-
Research proposal defense-powerpoint-Research proposal defense-powerpoint-
Research proposal defense-powerpoint-
 
Chapters 1 5
Chapters 1 5Chapters 1 5
Chapters 1 5
 
Reading Achievement and Reading Efficacy-By-Wiwiek Afifah
Reading Achievement and Reading Efficacy-By-Wiwiek AfifahReading Achievement and Reading Efficacy-By-Wiwiek Afifah
Reading Achievement and Reading Efficacy-By-Wiwiek Afifah
 
Action Research Proposal-ppt
Action Research Proposal-pptAction Research Proposal-ppt
Action Research Proposal-ppt
 
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary LevelImpact Of Diagnostic Test For Enhancing Student Learning At Elementary Level
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level
 
ph1234a final
ph1234a finalph1234a final
ph1234a final
 
Measurement, assessment, and evaluation in outcome based education
Measurement, assessment, and evaluation in outcome based educationMeasurement, assessment, and evaluation in outcome based education
Measurement, assessment, and evaluation in outcome based education
 
Chapter 3 research method p1
Chapter 3 research method p1Chapter 3 research method p1
Chapter 3 research method p1
 
Educational testing and assessment
Educational testing and assessmentEducational testing and assessment
Educational testing and assessment
 
Testing and evaluation
Testing and evaluationTesting and evaluation
Testing and evaluation
 
Educations' Students Perception on the Professional Qualities of CUP Teachers...
Educations' Students Perception on the Professional Qualities of CUP Teachers...Educations' Students Perception on the Professional Qualities of CUP Teachers...
Educations' Students Perception on the Professional Qualities of CUP Teachers...
 
Student Teaching Evaluations: Friend or Foe?
Student Teaching Evaluations: Friend or Foe?Student Teaching Evaluations: Friend or Foe?
Student Teaching Evaluations: Friend or Foe?
 

Destaque

William Allan Kritsonis, PhD - Characteristics of Effective Leadership
William Allan Kritsonis, PhD - Characteristics of Effective LeadershipWilliam Allan Kritsonis, PhD - Characteristics of Effective Leadership
William Allan Kritsonis, PhD - Characteristics of Effective LeadershipWilliam Kritsonis
 
Sexual Harassment In Ed. Workplace
Sexual Harassment In Ed. WorkplaceSexual Harassment In Ed. Workplace
Sexual Harassment In Ed. WorkplaceWilliam Kritsonis
 
Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...
Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...
Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...William Kritsonis
 
Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Di...
Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Di...Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Di...
Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Di...William Kritsonis
 
Dr. William Allan Kritsonis, Educational Philosophy
Dr. William Allan Kritsonis, Educational PhilosophyDr. William Allan Kritsonis, Educational Philosophy
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
 
Smith, yolanda e national insight toward a clearer understanding
Smith, yolanda e national insight toward a clearer understandingSmith, yolanda e national insight toward a clearer understanding
Smith, yolanda e national insight toward a clearer understandingWilliam Kritsonis
 
Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...
Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...
Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...William Kritsonis
 
ADMN 5023-Z0 Online - Public School Law - Dr. W.A. Kritsonis
ADMN 5023-Z0 Online - Public School Law - Dr. W.A. KritsonisADMN 5023-Z0 Online - Public School Law - Dr. W.A. Kritsonis
ADMN 5023-Z0 Online - Public School Law - Dr. W.A. KritsonisWilliam Kritsonis
 
Syllabus template edul8003 (p03) dissertation, summer2011
Syllabus template edul8003 (p03) dissertation, summer2011Syllabus template edul8003 (p03) dissertation, summer2011
Syllabus template edul8003 (p03) dissertation, summer2011William Kritsonis
 
Court Case 2 - Kritsonis, W.A.
Court Case 2 - Kritsonis, W.A.Court Case 2 - Kritsonis, W.A.
Court Case 2 - Kritsonis, W.A.William Kritsonis
 
Chp[1]. 3 Special Education - Dr. William Allan Kritsonis
Chp[1]. 3 Special Education - Dr. William Allan KritsonisChp[1]. 3 Special Education - Dr. William Allan Kritsonis
Chp[1]. 3 Special Education - Dr. William Allan KritsonisWilliam Kritsonis
 
Lunenburg%2 c%20fred%20c[1].%20managing%20change%20the%20role%20of%20change%2...
Lunenburg%2 c%20fred%20c[1].%20managing%20change%20the%20role%20of%20change%2...Lunenburg%2 c%20fred%20c[1].%20managing%20change%20the%20role%20of%20change%2...
Lunenburg%2 c%20fred%20c[1].%20managing%20change%20the%20role%20of%20change%2...William Kritsonis
 
Jennifer T. Butcher, Dissertation, Dr. William Allan Kritsonis, PhD Dissertat...
Jennifer T. Butcher, Dissertation, Dr. William Allan Kritsonis, PhD Dissertat...Jennifer T. Butcher, Dissertation, Dr. William Allan Kritsonis, PhD Dissertat...
Jennifer T. Butcher, Dissertation, Dr. William Allan Kritsonis, PhD Dissertat...William Kritsonis
 
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...William Kritsonis
 
Brown, sidney teachers and parents perceptions of an alternative school progr...
Brown, sidney teachers and parents perceptions of an alternative school progr...Brown, sidney teachers and parents perceptions of an alternative school progr...
Brown, sidney teachers and parents perceptions of an alternative school progr...William Kritsonis
 
Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010
Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010
Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010William Kritsonis
 
Ch. 1 Introduction to American Schooling - Dr. William Allan Kritsonis
Ch. 1 Introduction to American Schooling - Dr. William Allan KritsonisCh. 1 Introduction to American Schooling - Dr. William Allan Kritsonis
Ch. 1 Introduction to American Schooling - Dr. William Allan KritsonisWilliam Kritsonis
 

Destaque (20)

William Allan Kritsonis, PhD - Characteristics of Effective Leadership
William Allan Kritsonis, PhD - Characteristics of Effective LeadershipWilliam Allan Kritsonis, PhD - Characteristics of Effective Leadership
William Allan Kritsonis, PhD - Characteristics of Effective Leadership
 
Sexual Harassment In Ed. Workplace
Sexual Harassment In Ed. WorkplaceSexual Harassment In Ed. Workplace
Sexual Harassment In Ed. Workplace
 
Religion In Schools
Religion In  SchoolsReligion In  Schools
Religion In Schools
 
Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...
Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...
Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...
 
Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Di...
Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Di...Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Di...
Dr. William Allan Kritsonis, Dissertation Chair for Donald Ray Brown, Jr., Di...
 
Dr. William Allan Kritsonis, Educational Philosophy
Dr. William Allan Kritsonis, Educational PhilosophyDr. William Allan Kritsonis, Educational Philosophy
Dr. William Allan Kritsonis, Educational Philosophy
 
Smith, yolanda e national insight toward a clearer understanding
Smith, yolanda e national insight toward a clearer understandingSmith, yolanda e national insight toward a clearer understanding
Smith, yolanda e national insight toward a clearer understanding
 
Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...
Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...
Dr. William Allan Kritsonis - Regular Student Discipline, Expulsion and Suspe...
 
ADMN 5023-Z0 Online - Public School Law - Dr. W.A. Kritsonis
ADMN 5023-Z0 Online - Public School Law - Dr. W.A. KritsonisADMN 5023-Z0 Online - Public School Law - Dr. W.A. Kritsonis
ADMN 5023-Z0 Online - Public School Law - Dr. W.A. Kritsonis
 
Syllabus template edul8003 (p03) dissertation, summer2011
Syllabus template edul8003 (p03) dissertation, summer2011Syllabus template edul8003 (p03) dissertation, summer2011
Syllabus template edul8003 (p03) dissertation, summer2011
 
Court Case 2 - Kritsonis, W.A.
Court Case 2 - Kritsonis, W.A.Court Case 2 - Kritsonis, W.A.
Court Case 2 - Kritsonis, W.A.
 
Chp[1]. 3 Special Education - Dr. William Allan Kritsonis
Chp[1]. 3 Special Education - Dr. William Allan KritsonisChp[1]. 3 Special Education - Dr. William Allan Kritsonis
Chp[1]. 3 Special Education - Dr. William Allan Kritsonis
 
Curriculum Instruction
Curriculum InstructionCurriculum Instruction
Curriculum Instruction
 
4 herrington
4 herrington4 herrington
4 herrington
 
Lunenburg%2 c%20fred%20c[1].%20managing%20change%20the%20role%20of%20change%2...
Lunenburg%2 c%20fred%20c[1].%20managing%20change%20the%20role%20of%20change%2...Lunenburg%2 c%20fred%20c[1].%20managing%20change%20the%20role%20of%20change%2...
Lunenburg%2 c%20fred%20c[1].%20managing%20change%20the%20role%20of%20change%2...
 
Jennifer T. Butcher, Dissertation, Dr. William Allan Kritsonis, PhD Dissertat...
Jennifer T. Butcher, Dissertation, Dr. William Allan Kritsonis, PhD Dissertat...Jennifer T. Butcher, Dissertation, Dr. William Allan Kritsonis, PhD Dissertat...
Jennifer T. Butcher, Dissertation, Dr. William Allan Kritsonis, PhD Dissertat...
 
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...
Loretta A. Terry and William Allan Kritsonis, PhD - Article: A National Issue...
 
Brown, sidney teachers and parents perceptions of an alternative school progr...
Brown, sidney teachers and parents perceptions of an alternative school progr...Brown, sidney teachers and parents perceptions of an alternative school progr...
Brown, sidney teachers and parents perceptions of an alternative school progr...
 
Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010
Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010
Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010
 
Ch. 1 Introduction to American Schooling - Dr. William Allan Kritsonis
Ch. 1 Introduction to American Schooling - Dr. William Allan KritsonisCh. 1 Introduction to American Schooling - Dr. William Allan Kritsonis
Ch. 1 Introduction to American Schooling - Dr. William Allan Kritsonis
 

Semelhante a Lunenburg, fred c. reporting to parents and families schooling v1 n1 2010

Importance Of Progress Monitoring On Annual Achievement Tests
Importance Of Progress Monitoring On Annual Achievement TestsImportance Of Progress Monitoring On Annual Achievement Tests
Importance Of Progress Monitoring On Annual Achievement TestsTammy Mitchell
 
The Role Of State Standards On The Classroom
The Role Of State Standards On The ClassroomThe Role Of State Standards On The Classroom
The Role Of State Standards On The ClassroomMonica Bogdan
 
DISCUSSION ISSUES ON ASSESSMENT
DISCUSSION ISSUES ON ASSESSMENTDISCUSSION ISSUES ON ASSESSMENT
DISCUSSION ISSUES ON ASSESSMENTFatin Amira
 
C:value added
C:value addedC:value added
C:value addedcarol
 
Psyc 255 case study paper instructionsreviewed for fall d 2020
Psyc 255 case study paper instructionsreviewed for fall d 2020 Psyc 255 case study paper instructionsreviewed for fall d 2020
Psyc 255 case study paper instructionsreviewed for fall d 2020 YASHU40
 
Jorge Cimentada- Master's thesis
Jorge Cimentada- Master's thesisJorge Cimentada- Master's thesis
Jorge Cimentada- Master's thesisJorge Cimentada
 
1st 2.5 pages of the paper highlighted in yellow. You job is to .docx
1st 2.5 pages of the paper highlighted in yellow. You job is to .docx1st 2.5 pages of the paper highlighted in yellow. You job is to .docx
1st 2.5 pages of the paper highlighted in yellow. You job is to .docxvickeryr87
 
Teacher opinions about the use of Value-Added models
Teacher opinions about the use of Value-Added models Teacher opinions about the use of Value-Added models
Teacher opinions about the use of Value-Added models llee18
 
Using Common Assessment Data to Predict High Stakes Performance- An Efficien...
Using Common Assessment Data to Predict High Stakes Performance-  An Efficien...Using Common Assessment Data to Predict High Stakes Performance-  An Efficien...
Using Common Assessment Data to Predict High Stakes Performance- An Efficien...Bethany Silver
 
Task Assessment of Fourth and Fifth Grade Teachers
Task Assessment of Fourth and Fifth Grade TeachersTask Assessment of Fourth and Fifth Grade Teachers
Task Assessment of Fourth and Fifth Grade TeachersChristopher Peter Makris
 
Effectiveness Of Daily Formative Assessments
Effectiveness Of Daily Formative AssessmentsEffectiveness Of Daily Formative Assessments
Effectiveness Of Daily Formative AssessmentsSuzanne Horn
 
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docxReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docxaudeleypearl
 
6Running head; Assessments and evaluation in schools .docx
6Running head; Assessments and evaluation in schools        .docx6Running head; Assessments and evaluation in schools        .docx
6Running head; Assessments and evaluation in schools .docxevonnehoggarth79783
 

Semelhante a Lunenburg, fred c. reporting to parents and families schooling v1 n1 2010 (20)

Essay On Grading System Reform
Essay On Grading System ReformEssay On Grading System Reform
Essay On Grading System Reform
 
Importance Of Progress Monitoring On Annual Achievement Tests
Importance Of Progress Monitoring On Annual Achievement TestsImportance Of Progress Monitoring On Annual Achievement Tests
Importance Of Progress Monitoring On Annual Achievement Tests
 
The Role Of State Standards On The Classroom
The Role Of State Standards On The ClassroomThe Role Of State Standards On The Classroom
The Role Of State Standards On The Classroom
 
DISCUSSION ISSUES ON ASSESSMENT
DISCUSSION ISSUES ON ASSESSMENTDISCUSSION ISSUES ON ASSESSMENT
DISCUSSION ISSUES ON ASSESSMENT
 
C:value added
C:value addedC:value added
C:value added
 
Psyc 255 case study paper instructionsreviewed for fall d 2020
Psyc 255 case study paper instructionsreviewed for fall d 2020 Psyc 255 case study paper instructionsreviewed for fall d 2020
Psyc 255 case study paper instructionsreviewed for fall d 2020
 
Jorge Cimentada- Master's thesis
Jorge Cimentada- Master's thesisJorge Cimentada- Master's thesis
Jorge Cimentada- Master's thesis
 
1st 2.5 pages of the paper highlighted in yellow. You job is to .docx
1st 2.5 pages of the paper highlighted in yellow. You job is to .docx1st 2.5 pages of the paper highlighted in yellow. You job is to .docx
1st 2.5 pages of the paper highlighted in yellow. You job is to .docx
 
Teacher opinions about the use of Value-Added models
Teacher opinions about the use of Value-Added models Teacher opinions about the use of Value-Added models
Teacher opinions about the use of Value-Added models
 
Using Common Assessment Data to Predict High Stakes Performance- An Efficien...
Using Common Assessment Data to Predict High Stakes Performance-  An Efficien...Using Common Assessment Data to Predict High Stakes Performance-  An Efficien...
Using Common Assessment Data to Predict High Stakes Performance- An Efficien...
 
Task Assessment of Fourth and Fifth Grade Teachers
Task Assessment of Fourth and Fifth Grade TeachersTask Assessment of Fourth and Fifth Grade Teachers
Task Assessment of Fourth and Fifth Grade Teachers
 
Stress 18
Stress 18Stress 18
Stress 18
 
Effectiveness Of Daily Formative Assessments
Effectiveness Of Daily Formative AssessmentsEffectiveness Of Daily Formative Assessments
Effectiveness Of Daily Formative Assessments
 
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docxReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
 
6Running head; Assessments and evaluation in schools .docx
6Running head; Assessments and evaluation in schools        .docx6Running head; Assessments and evaluation in schools        .docx
6Running head; Assessments and evaluation in schools .docx
 
Summative Assessment
Summative AssessmentSummative Assessment
Summative Assessment
 
Thesis chapter 1
Thesis chapter 1 Thesis chapter 1
Thesis chapter 1
 
Grading System Rationale
Grading System RationaleGrading System Rationale
Grading System Rationale
 
Grading Ethical Issues
Grading Ethical IssuesGrading Ethical Issues
Grading Ethical Issues
 
Empirical Reasearch Project
Empirical Reasearch ProjectEmpirical Reasearch Project
Empirical Reasearch Project
 

Último

The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 

Último (20)

The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 

Lunenburg, fred c. reporting to parents and families schooling v1 n1 2010

  • 1. SCHOOLING VOLUME 1, NUMBER 1, 2010 Reporting to Parents and Families Fred C. Lunenburg Sam Houston State University ABSTRACT Informing parents and family of a student’s progress in school is an important function of school personnel. School newspapers, monthly newsletters, parent- teacher conferences, and teacher and principal visits to the home are methods used to inform the home of school activities and student progress. The report card is another method. The value of such reports is unquestionable. In this paper, I discuss the difficulties in assigning grades and review some methods of reporting student progress to parents and family. Keywords: community, family, grading, parents, reporting, student progress The educational program of a school is limited by the amount of cooperation it receives from the home (Olender, 2010). Students are not educated by removing them from all of their activities for six hours each day and causing them to study English, mathematics, social studies, and science. They are educated as they live. This places a demand on the school to be interested in the whole of the student's life—her interests at home, her interests in the community, and her abilities and talents demonstrated in school and in all of the interrelated activities of the school community (Lunenburg & Irby, 2006). The more congruence there is among the student's school life, home life, and community life, the more nearly the student will be accomplishing the fulfillment of a true education (Cox-Petersen, 2011; Epstein, 2011). School newspapers, monthly newsletters, parent-teacher conferences, and teacher and principal visits to the home are methods used to inform the home of school activities and student progress. The report card is another method of informing parents of the child's progress in school (Guskey & Bailey, 2010). The value of such reports is unquestionable (Lunenburg & Ornstein, 2008). The time and effort involved becomes one of the biggest clerical tasks the teacher must perform. In addition to recording school grades on the report cards, the teacher must devise a system for rating each pupil that is fair, accurate, and consistent (Guskey & Bailey, 2010; Marzano, 2010). Following, I examine the difficulties in grading and methods of reporting grades to parents and families. 1
  • 2. SCHOOLING 2_____________________________________________________________________________________ Difficulties in Grading There are several fundamental difficulties teachers experience in assigning grades to students. First, there is the variability of these measures from teacher to teacher. Research has shown that teachers vary in their grading of the same test, as much as four grade levels. That is, a sample of teachers rated a high school essay test from A to D (O’Connor, 2009). With more careful preparation of examinations and training of examiners, the reliability and validity of grades can be markedly improved (Gallavan, 2009a,b). Not only do grades teachers assign to students show great variability, but they also do not measure the same kind of accomplishment as do standardized achievement tests in the same subject (Popham, 2010a,b; Stiggins, 2008). Teachers' grades are an undefined composite into which enter estimates of effort and attitude. Thus, in addition to recording scholarship, grades usually include the teacher's personal feelings and reactions to the pupil. Standardized tests, on the other hand, provide a measure of achievement or aptitude not subject to personal bias. By definition, a standardized achievement test is a series of questions designed to provide a systematic sample of performance, administered in accordance with uniform (standard) directions, scored according to definite (standard) rules, and interpreted in reference to normative (standard) information (Popham, 2010a,b). Furthermore, administration and scoring of standardized tests are determined so precisely that the same procedures could be conducted at different times and places. Both standardized tests and teacher grades are of significance in understanding the student, and neither should be eliminated as appraisal tools (Salend, 2009; Stiggins, 2008). Second, relatively few schools have a reliable aptitude or IQ score for all of their students. Without this information, it is difficult for teachers to estimate a student's achievement in relation to his ability. Appraisals of students must somehow attempt to relate achievement and ability to determine if the student is performing up to his potential or beyond it. Third, there appears to be different grading policies in operation at various educational levels: elementary school, middle school, high school. For example, at the elementary school level, a child's achievement may be judged in terms of her own ability, whereas in secondary schools a student may be graded on a strictly competitive basis. Finally, new approaches to educational assessment, in particular, constructed response, performance testing, and portfolio assessment provide a full range of alternatives to traditional testing methods (Belgrad, Burke, & Fogarty, 2008; McMillan, 2008; Salend, 2009). These new approaches are useful in all types of large-scale testing programs, including classroom use. In order to implement these new approaches effectively, however, teacher training will be necessary (Bulach, Lunenburg, & Potter, 2008). Methods of Reporting Grades Over the years, a number of methods of reporting grades to parents have evolved. In view of the aforementioned difficulties existing in various degrees in different
  • 3. FRED C. LUNENBURG _____________________________________________________________________________________3 communities, grading systems will vary with the situation. A few of the more common methods of measuring school progress follow (Guskey, 2009; Guskey & Bailey, 2010; Marzano, 2010; McMillan, 2008). Percentage Method The percentage method is one of the oldest. Student ratings are based on a scale that ranges from zero to 100. For example, a mathematics test contains ten problems. If all problems are answered correctly, the student would receive 100 percent. If half of the problems were performed correctly, the student would receive 50 percent. Each test given during a marking period would be averaged to determine an overall percentage grade for the period. The percentage method is difficult to use. There are so many points along the scale that the teacher must make fine discrimination among a class of students. Letter Method The letter method offers more flexibility in determining a student's grade. A letter grade on a five-point scale is commonly used: A, B, C, D and F. To make these letters understandable, two practices have arisen. First, the letters are interpreted in terms of percentages, where, for instance, A = 90 to 100, B = 80 to 89, C = 70 to 79, D = 60 to 69, and F = any mark below 60. Second, definite standards are established for each of the five letter grades. For example, standards for an A might be (1) always hands work in on time, (2) completes all work assigned in a creditable manner, (3) completes more than the assigned work, (4) shows some creativity in mastering the work assigned, and (5) has an excellent record of attendance. Successively lower standards can be established for the remaining letter-grade categories. Descriptive Method Letters to or conferences with parents are used in place of percentages or letter grades in the descriptive method. Descriptive statements can also be used to supplement the aforementioned estimates of achievement with explanations of the meaning of the grades, or other open-ended information supplied. Percentile Method A percentile score of 72 means that 72 percent of all students on whose test scores the scale is based have scores lower than the examinee. The percentile method is frequently used in interpreting standardized achievement test scores. The principle reason for using the percentile is that it enables the parent to know just where the child ranks in the group.
  • 4. SCHOOLING 4_____________________________________________________________________________________ Three-Group Method The three-group method involves reporting the student's achievement as "above average," "average," and "below average." The definition of these terms is based on the percentile technique. If a student rates among the middle 50 percent of his class group, he is considered an average student. This includes all students between the 25 and 75 percentiles. "Above average" means, therefore, that the student is in the upper quartile of his group. "Below average" means that he is in the lower fourth of the group. Rank Method The rank method indicates whether the student is first, second, or any position in her group. Most high schools rank their graduating seniors in this way. Some colleges and universities use rank in class as one criteria for admission. Parents of students in a college-bound track often want to know how their child ranks in the group. T-Score Method Like the percentile score, the T-score method is very difficult to interpret. The T- score represents one-tenth of the standard deviation of the scores for the group considered. The T-score is not based on the class group or on a grade group, but instead on a local or national norm for an entire age group. These scores are more prevalent when reporting standardized achievement test data to parents than when reporting school grades. Each method of reporting student progress to parents has merit. A school must decide, in light of all the factors, what type of report to adopt. Ideally, the best kind of report appears to be the descriptive account supplemented by quantitative estimates of achievement, aptitude, and personality. Conclusion Teachers experience several fundamental difficulties in assigning grades to students. First, not only is there variability of these measures from teacher to teacher but also teacher grades do not measure the same kind of accomplishment as do standardized achievement tests in the same subject. Second, relatively few schools have a reliable aptitude or IQ score for all of their students. Without this information, it is difficult for teachers to estimate a student’s achievement in relation to his ability. Third, different grading policies appear to be in operation at various educational levels: elementary, middle school, and high school. Finally, new approaches to educational assessment provide a full range of alternatives to traditional testing methods. Several methods of reporting grades to parents and family exist. A few of the more common methods of measuring school progress include, percentage, letter, descriptive, percentile three-group, rank, and t-score. Each method of reporting student progress to parents and family has merit.
  • 5. FRED C. LUNENBURG _____________________________________________________________________________________5 References Belgrad, S., Burke, K., & Fogarty, R. J. (2008). The portfolio connection: Student work linked to standards (3rd ed.). Thousand Oaks, CA: Corwin Press. Bulach, C., Lunenburg, F. C., & Potter, L. (2008). Creating a culture for high-performing schools: A comprehensive approach to school reform. Lanham, MD: Rowman and Littlefield. Cox-Petersen, A. (2011). Educational partnerships: Connecting schools, families, and the community. Thousand Oaks, CA: Sage. Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press. Gallavan, N. P. (2009a). Developing performance-based assessments, grades K-5. Thousand Oaks, CA: Corwin Press. Gallavan, N. P. (2009b). Developing performance-based assessments, grades 6-12. Thousand Oaks, CA: Corwin Press. Guskey, T. R. (2009). Practical solutions for serious problems in standards-based grading. Thousand Oaks, CA: Corwin Press. Guskey, T. R., & Bailey, J. N. (2010). Developing standards-based report cards. Thousand Oaks, CA: Corwin Press. Lunenburg, F. C., & Irby, B. J. (2006). The principalship: Vision to action. Belmont, CA: Wadsworth,Cengage Learning. Lunenburg, F. C., & Ornstein, A. O. (2008). Educational administration: Concepts and practices (5th ed.). Belmont, CA: Wadsworth/Cengage Learning. Marzano, R. (2010). Formative assessment and standards-based grading: Classroom strategies that work. Bloomington, IN: Solution Tree. McMillan, J. H. (2008). Assessment essentials for standard-based education. Thousand Oaks, CA: Corwin Press. O’Connor, K. (2009). How to grade for learning, K-12 (3rd ed.). Thousand Oaks, CA: Corwin Press. Olender, R. A. (2011). The home-school connection: Forging positive relationships with parents. Thousand Oaks, CA: Corwin Press. Popham, W. J. (2010a). Educational assessment: What school leaders need to know. Thousand Oaks, CA: Corwin Press. Popham, W. J. (2010b). Classroom assessment: What teachers need to know. Upper Saddle River, NJ: Prentice Hall. Salend, S. J. (2009). Classroom testing and assessment for all students. Thousand Oaks, CA: Corwin Press. Stiggins, R. (2007). An introduction to student-involved assessment for learning. Upper Saddle River, NJ: Prentice Hall.