The Principal as Ally
Questions for Reflection on PracticeThe teacher’s greatest ally in incorporating effective evaluation in the design and delivery of learning is the school principal. Unfortunately, as instructional leaders, school principals are hard pressed to find the time to coach their teachers. For example, in a study using data from principal web logs and teacher surveys conducted in 51 schools, May and Supovitz (2011) found that the scope of principals’ instructional leadership activities varied from school to school, from very broad approaches that focused on the entire faculty, to very targeted approaches that focused on a few individual teachers. On average, principals spent only 8% of their time coaching teachers on how to improve their practice. Principals who focus on the improvement of particular teachers in conjunction with broader approaches including the entire faculty support greater changes in instructional practices, including the evaluation of student performance. If your principal is not actively engaged in coaching, seek him or her out and ask for their input and feedback on grading and reporting.

Research shows that teachers vary in what they consider appropriate and necessary for inclusion in the evaluation of student performance for grading and reporting. There should be a common understanding among all staff about the process for determining final grades. When administrators and teachers work together in preparing for report card grading, they can ensure common and equitable grading practices that follow district and state policy and school board guidelines.

Use Multiple Sources
Effective educators use multiple sources of evidence to increase the reliability and validity of their evaluation of student learning. Evidence of student achievement for evaluation is collected over time from three different sources:

observations
conversations
assessments, including tests, exams or assignments
To ensure equity for all students, assignments for evaluation and tests or exams should be completed, whenever possible, under the supervision of the teacher. Assignments for evaluation must not include ongoing homework. The purpose of homework is to assist students in consolidating their knowledge and skills, or to prepare for the next class. Assigned group work that will be evaluated can involve group projects as long as each student’s work within the group is evaluated independently and assigned an individual mark.

All curriculum expectations must be accounted for in instruction and assessment, but evaluation focuses specifically on students’ achievement of the overall expectations. These expectations should be broad in nature.

Specific expectations define the particular content or the scope of the knowledge and skills referred to in the overall expectations. Teachers use their professional judgment to determine which specific expectations are used to evaluate achievement of the overall expectations, as opposed to those that will be accounted for in instruction and assessment but not necessarily evaluated.

For students with special education needs and English language learners (ELL) who may require accommodations but who do not require modified expectations, evaluation of achievement will be based on the appropriate subject, grade, or course curriculum expectations and the achievement levels. For students who require modified or alternative expectations, evaluation of achievement will be based on the modified or alternative expectations rather than the regular subject/grade/course curriculum expectations.

Formal reporting to parents and students is based on state standards for subject and grade-levels which every teacher must be fully versed in. For teachers, the knowledge may be specific to what and who they teach, but must be supported by data-driven decisions.

The term “report card” evolved in the 19th century from the use of cardboard, card-stock paper, or other heavy paper-based materials that were heavier, more durable, and less bendable than standard-weight paper. Harvard began scoring student records as early as 1827. One hundred years ago, students might receive a card with check marks or points for everything from silent reading to posture and cleanliness. While practices have changed dramatically with time, the formal reporting of educational information persists as a necessary practice. Doing it effectively, to properly evaluate student progress and achievement and motivate student learning, requires diligence and a deep understanding of what should, and should not be included.

Teachers must take a number of considerations into account before making a decision about the grade to be entered on a student’s report card. As well as all the evidence collected through observations, conversations, and student products, the teacher includes evidence from:

all the tests, exams, and assignments for evaluation that the student has completed or submitted
the number of tests, exams or assignments for evaluation that were not completed or submitted
evidence of achievement for each overall expectation for a subject in a particular grade or course. Some evidence carries greater weight. For example, some performance tasks are richer and reveal more about students’ skills and knowledge than others.
The report card grade is meant to represent a student’s achievement of overall curriculum expectations, as demonstrated to that point in time. The teacher’s evaluation should reflect the student’s most consistent level of achievement. Sometimes special consideration is given to more recent evidence if it shows growth in learning and abilities.

Learning Skills & Work Habits

The evaluation of learning skills and work habits should not be considered in the determination of a letter grade or percentage mark for a subject or course. Evaluation of the achievement of the curriculum expectations is reported in a letter grade, and the development of the learning skills and work habits is reported in comments by the teacher.

This provides students and parents with information specific to each type of achievement and clearly and accurately identifies a student’s strengths and the areas in which improvements are needed. The separate evaluation and reporting of a student’s development with respect to learning skills and work habits reflects the critical role they play in student achievement, and provides a strong indication of the student’s development as a self-directed learner.

Special Needs

Students with special needs will have the requirements of reporting and their purpose clearly documented in the Individual Education Plan (IEP). It may not be appropriate to provide letter grades. In such cases, performance scales relative to expectations for the student, and structured written comments are most commonly used to report and record the student’s level of success in achieving modified learning goals.

Modified Curricula

In cases where students are enrolled in modified curricula, either within an IEP or independent of one, it should be stated in the body of the formal student progress report that the grade is given in relation to the individual goals and objectives related to the modified curricula. The same is true for English language learners (ELL) who may receive special instruction or be enrolled in classes using modified curricula to meet their specific learning needs. The specific goals and objectives should be included in the body of the student report to ensure there is no confusion about what is being evaluated, the expectations on which the evaluations are based, or the variance from standard curricula. In such cases, letter grades, if they are used, may not conform to the state-mandated letter grade definitions. For example, districts and states awarding a C letter grade may require a 60 percent achievement rate for students enrolled in standard curricula, but this may be adjusted (and clearly stated as such) for students enrolled in modified curricula.