Porter argues that report cards are difficult to understand because they are not written

in a way that most parents are able to understand. She also highlights the obvious
disconnect between stated board policy and the reality that exists in TDSB report cards.
Porter also uses anecdotal evidence to suggest that teachers use jargon, which
appears to be used to avoid communicating to parents the reality of their progress,
because they lack the courage.

Report Cards

Audience Purpose

Students Reflection of and record of achievement

Siblings and other relatives Celebrate success

Parents Learn about their childs progress, understand

next steps in their learning

Specialist teachers - special needs or ESL Use information to decide if modifications are
necessary, plan them effectively, and record them

Legal entities Determine if a childs educational needs are being

met in their present situation

Prospective schools (private) Help support admissions decisions

Transfer schools (public) Inform the students new school about past
progress, behavioural issues etc. in order to help
support the student in their new school

Future teachers of the student Use for supporting a students learning progress,
understand areas of strength and development

Vice-Principals/Principals Disciplinary concerns, attendance etc.

Scholarships committees - HS or university Compare candidates academic histories

While each audience has needs specific to their own situation, they are all primarily
looking at report cards to gauge relative performance, identify learning trends, and/or
identify possible next steps in learning.

The issue of changing how reporting was done would be a potential minefield for lots of
reasons. There would be issues and complications related to training, implementing and
acceptance of a new system. Another issue would be that the report cards would need
to be reflective of what is being taught, rather than based on expectations. A new
reporting system would need to at least attempt to satisfy all of the representative
groups, which means it would take a staggering amount of time and effort.
Besides report cards, in what other ways might student achievement be communicated?

Portfolios assessments Often, a portfolio can be used to show how student work is
approaching or meeting standards in several different areas. Depending upon the type
of portfolio and the pieces selected to be put into it, a portfolio can also provide
evidence of thinking and growth in that area.

Student-led conferences Instead of producing 3 or even 4 sets of reports, as some

private schools and schools in the USA do, student-led conferences provide another
way to communicate important information about student learning and demonstrate
progress and mastery of curriculum standards.

Usually, in a student-led conference, students are able to demonstrate their learning to

parents in most, if not all, curriculum areas. For younger students, teachers scaffold
them more carefully with a script about things to talk about and important concepts that
they have learned. Parent are often given a list of questions they might want to ask if
they need to prompt their children. A child can begin the conference by showing their
parent/guardian around the classroom, pointing out examples of student work on the
walls, and other things of interest, and explaining them.

Student-led conferences take on an exhibition-like quality because the student is able to

have more control over the direction that the conference might take. Explaining the
content of a student portfolio as well as actively teaching their parents something they
have learned are other possible components of a student-led conference.