ERIC Documents Database Citations & Abstracts for Parents' Attitudes About Report Cards
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EJ567340 EA534740
Computerized Report Card Comment Menus: Teacher Use and Teacher
Parent Perceptions.
Friedman, Stephen J.; Valde, Gregory A.; Obermeyer, B. J.
ERS Spectrum, v16 n2 p37-42 Spr 1998
ISSN: 0740-7874
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Examines how teachers use computerized comment menus on report
cards and what teachers and parents think of the process, An analysis
of report cards for 475 Wisconsin middle-school students shows
teachers used comments most of the time. Only 52% of students
received two comments. Most comments were positive. Parents and
teachers found the practice helpful, but preferred personalized
comments, when time permitted. (MLH)
Descriptors: *Computer Uses in Education; Intermediate Grades;
Middle Schools; *Parent Attitudes; *Report Cards; Research Needs;
Small Towns; *Teacher Attitudes
Identifiers: Wisconsin
EJ565125 EA534690
What Parents Want from Teachers.
Rich, Dorothy
Educational Leadership, v55 n8 p37-39 May 1998
ISSN: 0013-1784
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Parents in Anchorage, Alaska, and Rochester, New York, have been
rating their children's teachers. From these report cards arise
three major concerns: how well teachers know and care about teaching,
about their children, and about communicating with parents.
Educators can capitalize on parent reports, on getting credit for
what they do well, and on ensuring that teachers and parents
cooperate to improve student learning. (MLH)
Descriptors: Elementary Secondary Education; *Parent Attitudes;
*Parent School Relationship; *Parent Teacher Cooperation; *Report
Cards; *Teacher Response
Identifiers: Anchorage School District AK; Rochester City School
District NY
EJ555453 EA534121
Report Card Reform.
Pardini, Priscilla
School Administrator, v54 n11 p19-20,22-25 Dec 1997
ISSN: 0036-6439
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Administrators are struggling to make the report cards sent home to
parents more meaningful. Alternative ways to report student progress
find more favor among educators than parents, as anecdotal evidence
from several communities shows. Revamping attempts fail due to
substantive problems with new reporting procedures or inept public-
relations efforts. A sidebar provides reform advice. (MLH)
Descriptors: Administrator Responsibility; Community Attitudes;
Community Support; Elementary Secondary Education; *Parent Attitudes;
*Public Relations; *Report Cards; *Resistance to Change; *Student Evaluation
Identifiers: *Alternative Assessment; *Reform Efforts
EJ494721 EA530237
Reforming Report Cards.
Allison, Eileen; Friedman, Stephen J.
Executive Educator, v17 n1 p38-39 Jan 1995
ISSN: 0161-9500
Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080)
When parents objected to a new performance-based achievement scale,
a Wisconsin school revised its report card to reflect traditional
letter grades for each main subject area, using the new scale to
measure component skill areas. Schools can weather controversy by
making report cards reflect school philosophy, involving school
personnel and parents, doing necessary research, clarifying purpose,
and realizing the power of tradition. (MLH)
Descriptors: Elementary Education; Grade 4; Grade 5; *Grading;
*Guidelines; *Parent Attitudes; Portfolios (Background Materials);
*Report Cards; *Student Evaluation
Identifiers: *Performance Based Evaluation; *Wisconsin (Pewaukee)
ED389734 TM024361
An Analysis of Parent Opinions and Changes in Opinions Regarding
Standardized Tests, Teacher's Information, and Performance Assessments.
Shepard, Lorrie A.; Bleim, Caribeth L.
National Center for Research on Evaluation, Standards, and Student
Testing, Los Angeles, CA. Feb 1995
63p.; Portions of the report presented at the Annual Meeting of the
American Educational Research Association (1993).
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC.
Document Type: RESEARCH REPORT (143); TEST, QUESTIONNAIRE (160)
Parent opinions about standardized tests and performance
assessments were examined systematically. Mutually exclusive but
randomly equivalent stratified samples from schools participating in
a study of performance assessment and control schools were used to
measure change in parent opinion over time. Approximately one-third
of parents (n=105) completed questionnaires at the beginning of the
school year, one-third completed them at the end of the year (similar
sample), and the remaining third supplied interview samples (n=33 and
n=27, respectively). Results demonstrated that parents' favorable
ratings of standardized national tests did not imply a preference for
this type of educational assessment over other types of assessment
for measuring student or school progress. Parents considered report
cards, hearing from the teacher, and seeing graded samples of student
work as more informative than standardized tests, and they wanted
comparative information to measure their own child's progress. When
parents had a chance to look at performance assessments through the
year, they endorsed their use for district purposes and preferred
them for classroom use. Survey data like the Gallup Poll showing
widespread approval of standardized tests should not be taken to mean
that parents are opposed to other forms of assessment. Appendixes
contain the parent questionnaire and the interview protocol.
(Contains 3 figures, 17 tables, and 9 references.) (SLD)
Descriptors: Beliefs; *Educational Assessment; Elementary Secondary
Education; *Parent Attitudes; *Parents; Parent Teacher Conferences;
Parent Teacher Cooperation; Questionnaires; Report Cards;
*Standardized Tests; *Test Use
Identifiers: *Alternative Assessment; Performance Based Evaluation
EJ490292 TM518129
Parents' Understanding of Their Children's Report Card Grades.
Waltman, Kristie K.; Frisbie, David A.
Applied Measurement in Education, v7 n3 p223-40 1994
ISSN: 0895-7347
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Whether parents of fourth graders (n=285) interpreted mathematics
grades with the same meaning as teachers (n=16) who assigned them was
studied through questionnaires. Results indicate poor home-to-school
communication, with a great deal of inconsistency between teachers'
and parents' views. (SLD)
Descriptors: Communication (Thought Transfer); *Comprehension;
Elementary Education; *Elementary School Students; Grade 4; *Grades
(Scholastic); Grading; Knowledge Level; Mathematics; Parent Attitudes;
*Parents; Parent School Relationship; Questionnaires; *Report Cards
EJ484897 EA529454
Parents' View of Traditional and Alternative Report Cards.
Ohlhausen, Marilyn M.; And Others
School Community Journal, v4 n1 p81-97 Spr-Sum 1994
ISSN: 1059-308X
Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080)
Explores parents' perspectives of elementary school assessment in
Clark County (Nevada) School District, using data gathered from
indepth telephone interviews. Generally, parents were highly
satisfied with the current system for reporting student progress,
although many were concerned about subjectivity and meaning of letter
grades. A majority (57%) claimed unfamiliarity with alternative
assessment methods. (Contains 43 references.) (MLH)
Descriptors: Elementary Education; *Grading; *Parent Attitudes;
Portfolios (Background Materials); *Report Cards; Satisfaction;
*Student Evaluation
Identifiers: *Alternative Assessment; *Clark County School District
NV
ED361394 TM020496
Assessment Practices in the Elementary Classroom: Perspectives of
Stakeholders.
Anderson, John O.; Bachor, Dan G.
Apr 1993
23p.; Paper presented at the Annual Meeting of the National Council
on Measurement in Education (Atlanta, GA, April 13-15, 1993).
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150)
Assessment practices used in elementary school classrooms in
British Columbia (Canada) were explored through a survey that also
considered the perspectives of the people directly affected by
assessment: students, parents, teachers, and administrators. Data
were collected through focus group interviews with each of the 4
respondent groups from 10 school districts. Each group consisted of
three to eight participants. The study clarifies characteristics of
classroom assessment and shows that a number of issues should be
addressed. Observation and the review of work samples are the main
kinds of information collection procedures used in the schools
studied, and narrative reports are the main form of formal
communication with parents. The purpose of assessment is locating
the student within the instructional program, to devise and implement
appropriate learning strategies for the child, to inform the child
and parents of progress, and also to fulfill the reporting
requirements of the school and district. While teachers often saw
shortcomings in the grading process, parents and students were more
likely to see grades as more accurate than other forms of reporting.
Aspects of assessment practice that could be improved include a need
for more explicit description of the learning and development
pathways and a more concrete explanation of the evaluation process.
An appendix contains the focus group questions. (SLD)
Descriptors: Achievement Rating; *Administrator Attitudes;
*Classroom Techniques; *Educational Assessment; Elementary Education;
Elementary School Students; Elementary School Teachers; Foreign
Countries; Grades (Scholastic); *Parent Attitudes; Report Cards;
School Surveys; *Student Attitudes; Student Evaluation; *Teacher
Attitudes; Test Use
Identifiers: *British Columbia; Focus Groups Approach; Stakeholders
ED318547 PS018718
Evaluation of the Indianapolis Public Schools' Montessori Option (K-
6) Pupil Progress Report. Volume II: Main Report.
Guynn, Stephen J.
Indianapolis Public Schools, Ind. May 1989
30p.; For other volumes in this report, see PS 018 717-719.
Document Type: EVALUATIVE REPORT (142)
Parents and guardians of children in the Indianapolis Public
Schools' Montessori Option Program for kindergartners through sixth
graders were surveyed. Parents and guardians were surveyed on: (1)
the pupil progress report, which was used on a pilot basis during the
1988-89 school year; (2) the Montessori method; (3) strengths and
weaknesses of the program; and (4) changes the program needed. The
survey instrument consisted of a section on respondent
characteristics, 32 closed-ended questions, and three open-ended
questions. The five sections of the survey covered the evaluation
key, report card headings and philosophy, report card delivery to
parents and guardians, and basic principles of the Montessori method.
The survey elicited parent opinions about the program. The
households of 536 pupils and 50 school staff members in the 3
Montessori Option elementary schools received questionnaires. This
main report describes survey methodology, reports results and
conclusions, and offers recommendations. Related materials are
appended. (RH)
Descriptors: *Educational Principles; Elementary Education;
*Montessori Method; Nontraditional Education; *Parent Attitudes;
Program Evaluation; *Program Improvement; *Public Schools; *Report
Cards; Tables (Data)
Identifiers: *Indianapolis Public Schools IN
ED318546 PS018717
Evaluation of the Indianapolis Public Schools' Montessori Option (K-
6) Pupil Progress Report. Volume I: Executive Summary.
Guynn, Stephen J.
Indianapolis Public Schools, Ind. May 1989
20p.; For other volumes in this report, see PS 018 718-719.
Document Type: EVALUATIVE REPORT (142)
Parents and guardians of children in the Indianapolis Public
Schools' Montessori Option Program for kindergartners through sixth
graders were surveyed. Parents and guardians were surveyed on: (1)
the pupil progress report, which was used on a pilot basis during the
1988-89 school year; (2) the Montessori method; (3) strengths and
weaknesses of the program; and (4) changes the program needed.
Questionnaires were sent to the households of 536 pupils and to 50
school staff members in the 3 Montessori Option elementary schools.
Parents and guardians replied positively to 25 closed-ended
questions; were neutral about none; and responded negatively to four.
School staff replied positively to 27; were neutral about none; and
responded negatively to two. Parents and guardians expressed concern
about more than 46 survey-related topics. Parent-initiated topics
included: competitiveness and comparison between students, curriculum
design and development, learning environments, parent-teacher
conferences, program expansion, public school use of Montessori
philosophy, and staff certification and training. School staff
expressed concern about classroom mangagement, instructional
materials, parent involvement, parent-teacher conferences, skills and
knowledge analysis, student progress, and the district-wide testing
program. Questions and responses (along a Likert-type scale) are
provided for parents and school staff members. (RH)
Descriptors: Elementary Education; *Montessori Method;
Nontraditional Education; *Parent Attitudes; Program Evaluation;
*Program Implementation; *Public Schools; *Report Cards; Tables (Data)
Identifiers: *Indianapolis Public Schools IN
ED318548 PS018719
Evaluation of the Indianapolis Public Schools' Montessori Option (K-
6) Pupil Progress Report. Volume III: Appendix.
Guynn, Stephen J.
Indianapolis Public Schools, Ind. May 1989
57p.; For other volumes in this report, see PS 018 717-718.
Portions of document contain light and broken type.
Document Type: EVALUATIVE REPORT (142)
Parents and guardians of children in the Indianapolis Public
Schools' Montessori Option Program for kindergartners through sixth
graders were surveyed. Parents and guardians were surveyed on: (1)
the pupil progress report>, which was used on a pilot basis during the
1988-89 school year; (2) the Montessori method; (3) strengths and
weaknesses of the program; and (4) changes the program needed. The
survey instrument consisted of a section on respondent
characteristics, 32 closed-ended questions, and 3 open-ended
questions. The five sections of the survey introduced the topics of
the evaluation key, report card headings and philosophy, report card
delivery to parents and guardians, and basic principles of the
Montessori method. The survey elicited parent opinions about the
program. The households of 536 pupils and 50 school staff members in
the 3 Montessori Option elementary schools received questionnaires.
This appendix to the main report provides: (1) survey design input
from parents, teachers, and others; (2) the Montessori Option Pupil
Progress Report Survey; and (3) parent and teacher responses for each
item. (RH)
Descriptors: Elementary Education; *Montessori Method;
Nontraditional Education; *Parent Attitudes; Program Evaluation;
*Program Improvement; *Public Schools; Questionnaires; *Report Cards;
Research Design; Tables (Data)
Identifiers: *Indianapolis Public Schools IN
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