The Problem With School Reports

The Problem With School Reports

If you ask any parent if they want to know about their child’s progress at school, they will of course say yes. However, while some school reports are valuable and informative for parents and students, others can be a bit of a mystery.

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School reports fall into two broad categories: formative or ongoing reports of students’ classwork progress, and summative reports, which outline success at the end of a unit or assessment task. So what do these reports tell parents? What are parents hoping to find out? Are they helpful or have they just become arbitrary?

Formative reports about your child’s academic knowledge

At the local school level, parents receive formal school reports a couple of times a year and informal feedback regularly from the classroom teacher. If your child gets a mark of eight for spelling, do you wonder whether it was out of ten or 20? Do you ask what marks the other children in the class received? The initial fleeting moment of pride disappears when you find out the eight was out of 20 and 95% of the other children received a mark between 12 and 17.

This comparative assessment against other students does not tell you, as a parent, much at all about what your child knows about the spelling process. As a parent you want to know what your child knows about the structure of the English language and what the teacher is doing to progress your child’s knowledge of how to develop and use these skills.

School reports that contain information about what students know about the eight key learning areas of education (the Arts, English, Health and Physical Education, Languages Other Than English, Mathematics, Science, Studies of Society and Environment and Technology) are valuable for parents. School reports that contain information about the teacher’s plan to support your child’s learning are helpful. This is why regular feedback from the classroom teacher on work students have completed is so much more valuable in relation to improving a students’ learning and understanding.

Formative reports about your child’s social skills

Parents also want to know if their child enjoys school. School reports that inform parents about how their child is integrating into the social network at school, building friendships, learning to work and play with other children, and learning about conflict-resolution skills are important because these attributes are building blocks of life-long learning processes.

Once again, parents also want to know how the teacher facilitates their child’s social and emotional well-being. After all, 13-plus years is a long time to be going to primary and secondary school if a student is not enjoying the experience.

Summative reports comparing your child’s progress

The second major form of school reporting is the use of assessment to inform educational decision makers. Summative assessment is used by governments and education departments to inform policy and budgetary decisions.

In Australia students in Year three, five, seven and nine participate in the National Assessment Program — Literacy and Numeracy (NAPLAN) in May each year. All students in these year levels are expected to participate in tests of reading, writing, language conventions (spelling, grammar and punctuation) and numeracy. All government and non-government education authorities have contributed to the development of NAPLAN materials.

NAPLAN student reports provide parents with a child’s result, the national average, the average for the year level at the child’s school and the range of the middle 60% of students based on an achievement scale from “Band 1” to “Band 10”. However, although the testing is undertaken in May, the reports are received three to four months later in August/September.

The first interesting issue in relation to national testing like NAPLAN is that in Australia school curricula are planned around The Australian Curriculum for foundation to Year ten. Surely to be valuable to parents and students the tests should reflect the curricula being taught in schools! The second interesting issue is how the NAPLAN results can be of value to parents and teachers when they are received three or four months later.

It’s also important to keep in mind that not all students in any year level are at the same standard. From the 2008 NAPLAN testing results the following conclusion was drawn:

Based on average reading gains between Year three and Year five, the highest-performing 10% of students in each year of primary school are about five years ahead of the lowest-performing 10% of students in that year.

What do we know about school reports?

Students’ school reports serve very different purposes. The school-based reports are directed to the individual student and parent and provide the information that directs curriculum decision making at the school level. These provide valuable feedback both in terms of being relevant and regular. Evidence-based decision making at the local level is very important in improving students’ educational experiences and learning achievement.

National and international large-scale testing programs are designed to provide macro-level information for governments and education departments. The purpose is to compare schools, states and territories, and countries against each other. These reports are not directed at the individual learner’s needs. Bearing this in mind, research has demonstrated:

feedback to students is one of the most effective strategies for promoting further learning. To be most effective, feedback must be timely, must be in a form that encourages effort and that allows learners to see the progress they are making. Feedback must identify clear actions that individuals can take to make further learning progress.

We must constantly remind ourselves that it is the daily classroom teaching and learning activities that students participate in that facilitates achievement — not the testing.The ConversationHeather Fehring is Professor in the School of Education at RMIT University. She has received funding from the ARC and is a member of the Australian Education Union.

This article was originally published on The Conversation. Read the original article.


  • Since we’re not allowed to say “johnny has reached rock bottom and started to dig ” on any (real) report, most schools use a standard comment bank. These are bland, generic statements that don’t fit any one circumstance properly.

    Add in that the focus of blame for school performance has turned away from the student and onto the teacher ( god forbid johnny should be the one at fault and undoubtedly it was the teacher that provided the pick axe for him so he could dig more easily!), teachers themselves are afraid to say anything that might be even remotely taken the wrong way and so choose the blandest most generic comments available.

    Finally consider that the comment banks usually hold thousands of comments which teachers have to wade through (manually) to find just the right one. Coupled with an ever increasing workload and ever decreasing DOTT time and school funding, the usual solution is to choose about 20 or so covering a range of comments and simply apply them through the classes.

    The days of individual, focused, inciteful, personalised reports comments are gone. Don’t expect them to return any time soon.

    • Not to mention the credulity of overly-optimistic parents unwilling to read behind the bubble-wrapped lines designed to cushion the blow to little Johnny’s ego, thus discouraging him from ever learning again. The new dogma of never saying anything negative makes it impossible to get across the point to those who won’t hear it, that little Johnny is a lazy shit who needs serious parental involvement in his education if he isn’t going to fall behind.

  • Do we really need school reports to tell us whether children enjoy school? Surely that would be obvious from conversation. You know, that thing where parents and children talk to each other. And if the parents get involved with the homework, Junior’s spelling prowess (or lack thereof) will be pretty plain to see as well.

    Article should be titled: The Problem With Parents’ Expectations of School Reports.

    • If you can get them to turn up at all. I know quite a few teachers who have their ‘special cases’ parents who either don’t turn up for interviews at all (which the teacher isn’t being paid for, mind), or who are only there to get it out of the way, and who have no actual interest in what’s being said by what is obviously considered their free babysitter.

  • The problem with school reports is that teachers are expected to provide on-going formative feedback, email parents, ring parents and co-ordinate with counselors, year level leaders and care group teachers in addition to writing them. If I, as a teacher, have contacted you, as a parent, three times over the last ten weeks in regards to un-submitted work, why then do I have to spend an additional 15 minutes writing that up as a formal report?
    The problem with reports is that we are reporting all the time. It is not unusual to have 2 formative and 2 summative reports a year PLUS 2 parent/teacher interviews. That’s six reports a year. I’ll be at school until after 8 this Thursday with interviews and that’s after finding 4 hours to write the corresponding formative reports last week. So, why have my classes had boring lessons this week? Because my non-instructional time has been tied up with meeting the expectations of their parents and principals and not with meeting their learning needs.
    The problem with reports is that they’re increasingly an arse covering exercise.
    The problem with reports is that the people who need a kick up the arse don’t take them seriously (is ‘report fatigue’ a thing for parents like it is for teachers?) and they reinforce the idea about ‘what am I good at’ and ‘what am I bad at’ and not ‘what can I work harder at?’ AND they fragment learning into definite 10 week structures where it should be an uninterrupted continuum.
    I hate reports.

    • Having worked as a public servant, I’m familiar with the time spent on unproductive management frolics. It appears that teachers have similar problems.
      As a parent I’d be happy with a standard annual report. The P-T interviews are good, but they have to be made good; that is to identify issues in the child’s learning or school experience with which parent’s can help. However; this would usually amount to delayed feedback. Better the teacher give the parent a phone call when there’s a recurring issue developing and talk it through.
      Some of these problems would be homework. Based on the research I’ve read (Alfie Kohn’s book The Homework Myth is a good starting point), primary school homework is pretty much a waste of time: my time, my children’s time, the teacher’s time. If the child can do the work, the homework has no point, if the child cant’ do the work, home work has no purpose; and where’s the benefit of outsourcing teaching to untrained parents racing to get the evening chores and meals done with at least a modicum of peace….not helped by home work pressure, I might add. For one of my kids, kindergarten homework was two hours of tears and agony most nights, all year: tears and agony for all the family. Where was the good in that? Particularly as it resulted in late nights for the child, resistance to going to school, fatigue and discouragement?

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