Berry - Chapters 7-9

A-PDF Manual Split Demo. Purchase from www.A-PDF.
com to remove the wa

Grading, Marking, and Feedback 123
7
Grading, Marking, and Feedback
Objectives
By the end of this chapter, you should be able to:

• understand the significance of marks, grades, and feedback in learning;
• recognize the close relationship between marks, grades, and feedback;
• describe different types of grading method and their strengths and weaknesses in
supporting learning;
• give feedback verbally and in writing and describe what quality feedback entails;
• be aware of fairness issues and understand how moderation can be used as a
means to ensure marking quality;
• understand how grades are assigned, based on the evidence of student learning
represented in their assessments.
Giving marks and grades to student work is teachers’ everyday work. It is common
practice that marks and grades are used for making summative judgements of learning
outcomes. They have comparative value and are useful for making students understand
their level of performance. Marks and grades are in af ct a type of feedback. However,
on their own they are less effective in helping students learn, because of their limited
capacity in informing students about what and how to improve. To make grades and
marks more useful for learning, they can be matched against a set of criteria and, as
far as possible, supplemented with comments. Ef fective feedback k eeps students
motivated, helps them see what the strengths of their work are, and lets them know
what they need to do to advance.
Marking
Giving marks and grades as a response to students’ work is part of teachers’ routine
work. Marking refers to assigning marks or points to students’ performance against a
marking scheme set for a test or an assignment. A marking scheme contains a key to
124 Assessment for Learning
the questions and the number of marks assigned to the answers.Teachers often associate
marking with summative assessment. The marks generated help them mak e a value
judgement of how students’ performance compares at the end of a learning stage. A
test usually contains different sections which represent different weighting of the total
marks. For easy calculation, many teachers use 100 percent as the total aggregate of
the marks. But, this does not have to be the absolute norm, since nowadays computers
can manage many of the calculation chores.
There are two important issues which have to be addressed when developing
marking schemes. The first is that marks should be weighed in a way so that different
levels of learning outcomes can be reflected. In other words, more important learning
outcomes should carry more weighting in a test, and less weighting of marks should
be allocated to less important learning outcomes. The second issue is that, to ensure
gaining a more accurate understanding of student performance, multiple sources of
evidence should be collected over a period through different means, for example test
papers, assignments and assessment tasks. In many countries, for example the US,
marking is called scoring.
More often than not, marking and scoring are regarded as part of the normal
practice of “grading.” Brookhart (2004) defines grading as “scoring or rating individual
assignments”. Grading is different from scoring or marking, because neither of them
necessarily has an y evaluative element. Your score on a test is the number of items
you answered correctly, but that does not say an ything about whether the score is a
“good” score or a “bad” score. Grading is going that next step and attaching a meaning
to the score that tells us if the expectations have been exceeded, met or not met.
Basically, no matter what it is called or how it is categorized, marking is a quantitative
reflection of students’ performance and should be regarded as a component of grading.
In this book, grading is interpreted in a broad sense, including from very specific types
such as letter grades to v ery open types such as narrati ves. These are presented and
discussed later in this chapter.
Grading
Grading, as the concept implies, it is the aggregating of evidence of learning from

multiple sources of assessment data over a period, in order to assign a final grade
at the end of a learning stage. According to Walvoord and Anderson (1998: 1),
grading is:
• the process by which a teacher assesses student learning through classroom tests
and assignments,
• the context in which good teachers establish that process, and
• the dialogue that surrounds grades and defines their meaning to various audiences.
There are man y reasons why grading is necessary . Grades that ar e especially
relevant in an “assessment for learning” context are the ones based on improvement.
There are at least three bases for assigning grades (in the sense of final grades for a
grading period). One is astandards-based approach, in which the work of the student
is interpreted in the context of established performance standards that describe what
the student should kno w or be able to do. The second is a norm-based (relative)
approach, in which the meaning of a student’ s work is interpreted in light of ho w it
ranks or compares to the work of other students (possibly other students in that
classroom, or possibly some lar ger cross-section of students). The improvement
approach uses the student’s initial level of proficiency, when instruction began, as the
basis for determining how much improvement or progress was exhibited, and using
that as the basis for assigning a grade or mark. The greatest weakness of this last
approach is that you might have one student whose beginning status was very strong,
and who made relatively little improvement (but was still performing at a very high
level compared to external standards). In the improvement model, even though the
second student’s absolute level of proficiency might be less than the first student’s, the
improvement model would assign the higher grade to the second student, because that
student showed the greater impro vement. Unfortunately, the first student is going to
feel “cheated” because his improvement may have been limited by his initially high
level of prof iciency on the skills being assessed. And it could be v ery dif ficult to
communicate to the parents of the first student why his grade was lower than the
second student’s when the quality of the first student’s work was actually higher. All
of this is why assessment specialists, like Stiggins (2005), still recommend that final
grades be assigned based on evidence of the attainment of the target outcomes, and not
on comparisons among students, or even of students’ later work with their earlier work.
Grading marks the outcome of learning, and at the same time it sheds light on
what students can do to proceed in the learning quest. It reflects students’ achievement.
It provides a basis for understanding whether students have achieved the learning
intentions, for comparing results and communicating results to relevant parties. For
teachers, the outcome of student learning may signal the starting point of the next
stage of teaching and learning plans. Grading can enhance learning. When students
connect internal reasons for obtaining good grades, self-ef ficacy can be enhanced.
With detailed f eedback from teachers, students’ motivation can be fostered because
there is a clearer connection between their effort and their performance. Grading has
the strongest effect on motivation when grades are given during the learning process
rather than afterwards. As grades serve as formative feedback, students can monitor as
well as reflect on their o wn progress, which pr omotes self-ef ficacy and intrinsic
motivation.
There are certain drawbacks associated with grading which should not be
overlooked. If students regard grading as a reward for learning, it undermines the
value of the learning process and drives them to focus more on the outcome (Edwards
and Edwards, 1999). Grading alone fails to communicate other important aspects
involved in learning (Strickland and Strickland, 1998). To make grading more useful
for learning, teachers can match the grades, and marks, to well-developed performance
criteria to monitor progress.They can then communicate the results with their students
and relevant parties for the purpose of helping students to advance. From a psychological
point of view, grading can be demotivating.
At least some of the research reported by Black andWiliam (1998) suggests that
assigning marks and grades to the work is an inhibiting influence on learning, because
students are less likely to attend to the feedback in the form of corrective comments if
they are offered in the presence of marks and grades.The problem is that grades become
so powerful a source of motivation (positive and negative) that students end up
depending on the grades as their only source of feedback on how they are doing, and
grades become all they care about. Successful students work for grades and focus on
their grades much more than on the learning the grades were supposed to merely be
evidence of. For unsuccessful students, grades are a form of punishment, and to avoid
the unpleasant consequences to their self-esteem of receiving bad grades, they stop
making any effort to learn (if they have not tried; then the resulting low mark can be
attributed to the lack of effort rather than to a lack of ability).
Grading Methods
Letter grades: This is a common type of grading method. Student’s performances are
given a letter grade (usually “A” for the best performance) according to the levels of
achievement they attain on a test or an exam. Letter grades are convenient and simple
to use. However, they only offer a general indication of level of performance students
attain, without being able to communicate the strengths and weaknesses to the students.
Also, it is possible that teachers might be biased by factors other than performance
when they give grades on presentations or projects. It is often hard to determine and
justify the cutoff points between grade categories, and often they are arbitrary. One of
the important issues associated with the use of letter grades is the meaning assigned to
the letters. The attraction of letter grades is that they seem to be very simple, and very
effective, for communicating a great deal of information about student achie vement.
However, that apparent simplicity can also present problems. F or some teachers and
parents, a letter grade of “A” indicates “excellent”. But then the question can be raised,
“excellent in comparison to what standard?” Is it excellent compared to the other
students in the class? Is it excellent compared to some established criteria for that
grade and in that subject? The letter grade, by itself, cannot answer these questions.
Another side to this problem is that dif ferent teachers may have different criteria for
determining when a letter grade of “A” should be awarded. Some teachers will award
this grade if all the work assigned has been completed “satisfactorily”. Another teacher
may set very challenging exams and assignments, and reserve the letter grade of “A”
for those students who exceed the expectations of the class by performing on the
exams and assignments at a level far superior to the performance of other students.
Teachers should be v ery clear and v ery consistent in their thinking about what the
assigned letter grade is meant to convey about the student’s achievement of the target
outcomes.
Percentage correct: Students’ percentage of correct answers is indicated with
this method. It allows maximum discrimination among students’ achievement and
performance. Calculation and recording is easy . However, similar to letter grades,
percentage correct only provides a general indication on how much students have
achieved. And the percentage correct might not explain students’ level of mastery. The
main concern about percentage scores as grades is that they can convey the impression
of far greater precision associated with the grade than is necessarily the case. So, for
example, one student receives a grade of 92 percent and another student receives a
grade of 90 percent. The apparent conclusion is that the f irst student has attained a
superior outcome to that of the first. However, due to many of the inherent limitations
to the accuracy in reliability and even validity of the sources of evidence that went
into the calculation of the grade, the apparent difference could simply be the product
of measurement error, and in any case these two students almost certainly have nearly
comparable levels of proficiency in whatever subject area the grades were assigned.
Letter grades protect us from making the mistake of attributing greater precision to
our grades than they are capable of providing.
Pass-fail: This is essentially a dichotomous evaluation of students’ performance.
Teachers decide beforehand the minimum requirement of attaining a passing grade.
Students who are able to achieve the level above this minimum requirement can get a
Pass. If they are below the minimum requirement, they will receive a grade of Fail.
This greatly reduces the ef fort teachers and students need to mak e for the grading
process. Performance criteria would be easier to determine, since teachers only need
to determine the cutoff point of pass-fail. Students and parents can easily gain a clear
understanding of the level of performance. This method of grading might also enhance
the reliability of grading, since it contains only two categories in grading.
However, since the judgement is dichotomous, it does not tell the le vel of mastery
students attain. Pass-fail might be grouped with mastery learning as a category, because
each is focused on using the grade to indicate whether the student has achieved the
necessary state of mastery or not. Sometimes pass-fail will make “minimal mastery”
the criterion for a pass, and in mastery learning mastery might be defined as something
more demanding, like proficiency The “advantage” to pass-fail, or mastery, is that it
eliminates the “grade” as a factor in the learning experience and so allows students to
focus on learning, without being unduly concerned with “what grade” they are likely
to receive.
And sometimes it actually works that way. In those cases, the teacher (possibly in
collaboration with the students) will have defined the goals of instruction to set a
clear, challenging and achie vable expectation, and at the end of instruction students
will be judged based on the evidence they can produce that they have achieved the
goals. In practice, pass-fail tends not to work out, because students do think about
grades even when there are not any. So, students begin to be concerned that they may
work very hard and produce outstanding results, and still receive the same mark (pass)
as another student who presumably has put in much less effort and has turned in work
of lesser quality. Students are so habituated to the role of grades as a “ranking”device,
that when they are not available, students can become preoccupied with the “fairness”
of everyone who meets the same standard getting the same result, even if some think
their work exceeds the standard.
From a related perspective, some critics of the pass-fail system argue that it can
lead to mediocrity in the work habits of students, because students will only put in the
work and effort required to “pass” the course, and no more. Interestingly, there is very
little empirical evidence to support this criticism of the pass-fail system, and often the
real failing is that teachers who use the system (usually in higher education) do not
actually challenge students in the goals they set, do not always hold students accountable
for achieving the standards that are set (they accept whatever work students turn in as
“good enough”) and do not always understand the philosophy behind pass-fail (they
think it is only for courses that students will not take if the are afraid of receiving a low
grade). Since students do not receive information on how much they achieve, it might
be hard to keep up the standard, because students only need to pass the minimum
requirement of the assessment criteria in order to obtain a passing grade.
Checklists and rating scales: A checklist of performance criteria is predetermined
to measure to what degree students achieve the learning goal. Checklists vary in format.
They can be dichotomous, measuring merely the presence or absence of performance,
or they could be measured according to a scale so that the level of attainment could be
measured. With the help of the checklist, students can take a closer look at their own
performance and decide on further action. Checklists improve upon other forms of
grading systems in that they are more specific about the particular skills and
proficiencies students are expected to achieve. They can be more time-consuming for
teachers to create and use. Some skills lend themselves to being reported as either
“achieved” or “not achieved”, but others are better reported along some sort of
continuum from “limited evidence of proficiency” to “highly proficient” for example.
Standard-based/Criterion-based: The basis upon which grades are assigned is
different from the w ay that grades are re ported. Letter, percentage, pass-f ail and
checklists are ways to represent grades. Standards-based and norm-based are two ways
that meaning can be assigned to grades. Students’ performance is determined by
matching the learning outcomes against a set of performance indicators.Teachers can
use the indicators to decide whether students are able to master the increment levels of
attainment in the course of study.
A basis for grading gives teachers a better picture of student performance. Ho wever,
it is difficult to establish an appropr iate level of specificity for the standard, because
general standards convey little information on strengths and weaknesses of the students,
while specific standards make marking a lengthy process which might become a burden
for teachers. To solve the problem, teachers can make use of broader standards to be
supplemented by more specif ic ones under each broad cate gory. When deciding on
descriptors that tell how much students have achieved, one widely used method of
expressing levels of proficiency is “novice, progressing, proficient and exceptional”.
To sho w the frequenc y of beha viours, it is common to use “seldom, sometimes,
frequently or consistently”. With the specific indicators, the performance of students
can be shown to interested parties as well as tracking progress over time.
Most assessment specialists endorse judging student achievement by comparing
their current le vel of prof iciency against standards de veloped for the purpose. The
biggest problem is that someone has to set the performance standards (the expectations
for student performances). When those performance standards are set for an entire
grade level (by an external educational assessment agency for example), they may fail
to take into account local considerations. If the performance standards are set locally,
then comparability from one school to the next (or one teacher to the next) may be
lost. The other challenge associated with using performance standards as the basis for
judging student achievement is that they can be numerous and very detailed (when
they are derived from content standards set for entire grade levels).
Written description/narratives: These are “open-ended, written descriptions of
student achievement and performance prepared by teachers (Guskey and Bailey, 2001:
103). The written comments can be either general or specific. Teachers can give their
comments in detail and e xtensively. This type of assessment pinpoints the str engths
and weaknesses of individual students and helps them to focus on the points that the
teachers deem important (McMillan, 2007). However, this requires teachers to put in
extra time and w ork in grading students. Also, it is v ery difficult to transform the
written comments into grades when writing report cards.
Mastery grading: John Carroll posited back in the 1950s, when he first described
his idea of “mastery learning”, that students varied along a continuum of ability, some
prepared to acquire new knowledge quickly and others requiring more time to achieve
mastery. He contended that all students were ca pable of achieving mastery, but that
the time required to achieve mastery would vary, based on ability. This way of grading
supports learning because it allo ws students to progress at their o wn pace. Teachers
can offer help through giving feedback and providing students with enrichment learning
activities. However, the drawback of this method is that it is time-consuming. It demands
extra time and effort from teachers. It also raises the issue of fairness. As this mastery
scale allows students to make several attempts, one may ask, “Who is a better language
performer, the one who scores 600 inTOFEL after five attempts or the one who scores
550 on the first attempt?” But in the mastery learning framework, the more relevant
question is, “Has the student mastered the target skill?” If the answer is yes, then why
should it matter ho w long it took, or ho w the mastery w as attained? This is the
fundamental difference between a mastery-attainment approach to learning and a more
normative model, in which all the factors (instructional time and support, assessment
methods and so on) are held constant, and the only variable is how students compare
to one another when assessed.Technically, the answer to the question you pose,“Who
is the better language performer?” is the first student, who has the 600, even if she or
he took longer and required several tries.
Feedback
Marking, grading, and feedback are closely related. Nightingale et al. (1996) define
feedback as the “information given to students on their progress in their course/unit”.
The information can be in the form of marks, grades, comments, model answers,
suggestions for reading etc. Marks and grades can be regarded as a form of feedback.
However, feedback based solely on grades or marks is not helpful for impro ving learning
(Sadler, 1989; Taras, 2002; Gibbs and Simpson, 2004). Evaluation alone might not be
beneficial to students, because little information is conveyed through the mark or grade,
as it does not give direction on what students should do (Smith and Gorard, 2005).
When students get poor grades, without an explanation of what can be done to improve
performance, the ef fect can be detrimental. It can destro y the self-esteem of lo w-
achievers, and there is a possibility that the students might drift into a cycle of failure
(Aitken, 1999; Black, Harrison, Lee, and Wiliam, 2004). Unless the grades or marks
are mapped against a set of performance indicators and/or complemented with
comments, their feedback v alue is rather lo w (Berry, 2005). To make it more useful
for learners, feedback in the form of a mark or grade should indicate the level of
performance students have attained and should allow students to understand what
they can do to improve.
Feedback can be found in various contexts but mainly occurs through teachers’
comments on individuals’ performance on tasks during the class; working together in
a practical setting such as a workshop, laboratory or field trip; marks and written
comments on homework and assignments; individual or small-group tutoring or
supervision; or marks and comments on assessed work and exams (Squires, 2003:
40). To be effective, feedback should be meaningful to, understandable to, and acted
upon by, students (Orsmond, Merry , and Reiling, 2005). Despite its usefulness to
students’ learning, there is variability in the forms of feedback, which results in dif
ferent
quality of feedback and thus affects students’ learning in various ways. Students can
also get feedback from parents. In addition, students obtain feedback in many informal
ways, such as through comments teachers may make during conversations, the types
of assignments teachers give and the things that teachers may emphasize instructionally.
Students are constantly seeking feedback from a range of sources to help them judge
the quality and effectiveness of their efforts.
Types of Feedback
Feedback can be given verbally, in writing, or both. It can be cognitive or ego focused.
Chu, Jamieson-Noel, and Winne (2000) classify feedback into three main types:
outcome, process and corrective. Outcome feedback, first proposed by Merrill (1987),
refers to the information given to the students about the qualities of their final work.
Process feedback is given when the work is proceeding. Corrective feedback is given
when teachers provide feedback that is aimed at helping the student see errors and fix
them. Teachers can assess the accurac y of the content as well as looking into the
tactics students employ in the learning. Berry (2005) classifies feedback into three
types: motivational, evaluative and learning, presented and discussed below.
Motivational feedback
Good grades or marks, positive comments, and rewards serve reasonably well in
providing incentive for students to repeat the actions that led to the good results. Co
wie’s
study (2005) showed that students felt happy about receiving positive comments and
therefore carried on doing what they had done to obtain the same good feeling once
again. Aware of this effect, many teachers like to give students a little reward for their
good w ork. They sometimes gi ve out a lo vely chop (e.g. a picture of a rabbit to
appreciate cleanliness), a sticker or a little prize. Comments to the students can be as
simple as “Excellent” and “W ell done” or those with some personal touch such as
“Well done; you’ ve really master ed this skill!” Some comments are for ef fort
acknowledgement, for example “Hard work shown”. The following is an example of
a teacher using motivational feedback in a classroom.
Table 7.1 Excerpt 1: Motivational feedback in a classroom (verbal feedback)
Descriptions Examples
Acknowledging T: I want someone to read the new words on the blackboard

achievement S stood up and read the words. The student did well.
T [to the class]: Wow! Give her a big hand.
Class clapped.
T [to the student]: Let me give you a chop. Okay. [Teacher puts a chop on
the student’s handbook.]
T [continuing, to the student with a smile]: Well done. It would be even
better if you could read a bit louder next time.
Burnett (2002) says that speaking in a positive way or acknowledging effort may
indirectly help students’ learning. Burnett’s study found that students who frequently
got this sort of feedback tended to have more satisfaction with the classroom
environment and have a more positive relationship with the teacher. However, Schunk
(2003) warns that this kind of feedback, if used inappropriately, could be damaging to
student learning. Just think of the following two scenarios: (1) a student receives positive
effort feedback but actually has put very little effort into his or her work; (2) a student
receives negative effort feedback but has put tremendous effort into his or her w ork.
Both cases can generate a demotivating effect. A general comment about this kind of
feedback is that it is unhelpful to student learning because it does not specify what
students have done well and what they need to work on (Chappuis and Stiggins, 2001).
Much research shows that, when learners are given external rewards for their learning
(such as candy, money, and even grades and marks), their subsequent efforts become
directed to obtaining the re wards rather than to learning. When the external rewards
are removed, the incentive to do the work of learning is also removed for these students.
What we want is to help learners internalize the re ward system so that they in effect
“praise” themselves when they see they have achieved a new learning objective. The
optimal purpose is to transfer the short-term effect into a long-term gain in learning.
Evaluative feedback
This type of feedback is represented by giving a grade or mark to indicate the different
performance of students’ work so that they know where they stand in relation to other
students. Feedback can be counter-productive when students compare their marks or
grades. Assessment for learning is founded in part on the idea that students should be
encouraged to view their current level of work by how it compares to their previous
levels of work, to emphasize the progress and improvement shown in their current
efforts. As with the motivational level, the evaluative level is considered unhelpful for
improving the learning process, as there is not enough information provided to students
on what they need to work on (Smith and Gorard, 2005). For the low achievers, the
effect could even be detrimental. Giving a bad grade without explaining the reason(s)
to students might harm the self-esteem of the low achievers and might bring the students
into a cycle of failure (Black et al., 2004; Aitken, 1999). This does not help the high
achievers either, because they would not know which particular part(s) of their work
is good. When more information is provided, students will be able to develop further
from where they are or at least maintain similar standards in their next piece of work.
Learning feedback
Feedback can be in a form that provides the students with information on how to
improve their learning.This type of feedback focuses on students’achievements relative
to the defined learning targets. It explains to students why cer tain work is good and
provides suggestions on ho w they can improve (Chappuis and Stiggins, 2001). This
type of feedback is most consistent with theAfL model. Not only can it provide guidance
for students to improve, but it can also bring students into active engagement in their
learning, through involving them to think and to make their own decisions using the
suggestions given (Cowie, 2005; Black et al., 2004). To make this type of feedback
useful to students, it has to be presented in a positive way (Hyatt, 2005). Negative
statements can harm teacher -student relations (Co wie, 2005; Burnett, 2002), which
might ne gatively affect students’ learning. Students w ould percei ve themselv es as
incapable learners and might lose confidence in learning.
Feedback that assists students with their learning should be inf ormative. There
are various degrees of depth for giving information. In the following two scenarios
(Table 7.2), both teachers told the students that they had done a good job. In the first
one, the teacher simply let the student kno w how she felt. The second one was more
elaborative. The teacher made some suggestions based on the ans wer of the student.
This kind of feedback is more useful for students.
Table 7.2 Excerpt 2: Learning feedback in a classroom (verbal feedback)
Descriptions Examples
1st scenario: T: So, are there any ways to help this person?
Telling student S: He should not be greedy. He should try to make some new friends.
how the teacher T: I see. This is a good answer. Very constructive suggestions.
felt and why she
felt that way.
2nd scenario: T: You have done well. The information you collected is accurate and
why and how s/he rich. Telling student You can do just a little more! You could be more
did a good job and focused, which means you collect only what is key. But, you have to
providing suggestions make your own judgements about what you hear from the news. There
are a lot of newspapers. You know there are a lot of successful people.
Do you know what they do first thing in the morning? Correct. They
read the newspaper. They won’t read just one but several newspapers.
When facing differences in information and perspectives, what would
you do as a reader? Write it down. Judgement and criticism. Writes
on bb. Okay. You cannot believe everything newspapers say . . . The
groups have answered correctly. You have to see an issue from
different perspectives. You have to have critical judgement. Don’t
believe everything you hear. Okay.
Figure 7.1 demonstrates how several types of feedback can be given to a piece of
written work. The teacher used correction feedback to point out the mistakes that the
student made. Then the teacher said “W ell done!” plus a smile y face (motivational
feedback) to acknowledge the student’s good work. This is encouraging and possibly
helps establish the student’s self-esteem. The teacher also points out the strength of
the composition by saying “You have described your day out to Lamma Island v ery
clearly. To make your description more inter esting, you could add more details on
some of the things you did or came across. For example, you went to a street with
many shops. What kinds of shops were they? You may also consider presenting your
ideas in a number of paragraphs” (learning feedback).
Figure 7.1 Mixed use of different kinds of feedback:

An example (written feedback)
Guiding principles for giving quality feedback
Effective feedback should help students reduce the discrepancies between their desired
and actual levels of performance. It helps students make appropriate planning to achieve
the desired performance, if they have not achieved it. There are some guiding principles
for giving quality feedback:
1. Adequate detail
Feedback needs to be suf ficient with adequate and specific details. Feedback is
more useful if it gives students directions on how they can improve their work.
The wording of feedback should be easy to understand.
2. Appropriate timing
Feedback should be given on a regular basis and as soon after the learning activity
as possible. In normal circumstances, delayed feedback has less ef fect on
improving students’ learning because students may have already moved on to a
new topic.
3. Focus on learning
Feedback directed to the personal characteristics of students could be damaging
to students’ self-efficacy, w hich might ne gatively affect effort and persistence
with task, as the self-efficacy is related to effort and persistence with tasks (Schunk,
1984, 1985). Self-ef ficacy also relates to academic achie vement (Thomas,
Iventosh, and Rohwer, 1987). Therefore, feedback should focus on the task and
actions that students undertook that are deemed controllable by students, so that
their self-efficacy would not be harmed.
4. Match assessment objectives with criteria
It is important for students to know the assessment criteria. When the criteria are
explained to students, feedback can help them to work more in order to succeed
in doing the task. The importance of knowing the criteria and offering feedback
according to the criteria is that this is how students discover the gaps and find
strategies for closing them.Without the criteria, students’efforts to improve would
be haphazard.
5. Require students’ act on feedback
Make sure that students act on the feedback given. Convey the message to the
students that they are the ones who play a vital role in their own learning and that
they are the ultimate decision-makers of their own learning.
6. Establish students’ self and peer feedback ability
Teachers are the usual people to give students feedback. However, helping students
become effective assessors is as important. They should help students to develop
the ability to give themselves and their peers feedback.
Issues of fairness and moderation
Fairness is often a concern for assigning marks and grades — an issue of reliability
and accuracy. Some may complain that the test or assignments have been marked too
rigidly or too negatively. Some may question the consistency of marks/grades given to
different students. All sorts of error can come in while marking. Sometimes the source
of error is inter nal and within one single teacher . There could be bias against one
student based on the impression gathered during teaching. Other times, the error can
be external, different teachers holding different standards in marking students’ work.
One important point to note is that there is no perfect method to achieve fairness. The
most teachers can do is to be as fair as possible. Moderation is one of the way teachers
can use to give a fairer judgement of students’ performance.
Moderation is the process which ensures that the assessment activities undertaken
in any education or training programmes are valid and consistent. In other words, they
assess what they are designed to assess, and they give reliable and accurate results.
Teachers need moderation to ensure consistenc y, f airness and transparenc y in
assessment processes and outcomes. Moderation is necessary for producing valid,
credible and publicly acceptable results (Queensland StudiesAuthority [QSA], 2004).
Sadler (1995) warns that there may be some potential threats to comparability within
an educational setting. These can be grouped under three headings:
a. the teachers’ personal grading practices,
b. the design of the assessment programme, particularly in the matter of choice in
assessment tasks, and
c. the approach taken by different teachers.
To ensure consistenc y of grading across classes, teachers can use moderation

procedures. Teachers can design/select a set of criteria to pro vide the basis for
discussion. Over a meeting, they discuss and agree on the marking standards with
colleagues. They can trial mark some sample students’ work either in the meeting or
before it. The purpose of this pre-marking moderation is to allow teachers to negotiate
and reach a consensus on the marking standards. Then, individually, teachers mark
students work and select a number of scripts for marking discussion or double-marking.
Rethinking Marking and Grading
Teachers often unconsciously use marks and grades f or comparing students, without
realizing that they are actually a form of feedback. However, marks and grades alone
are not informative enough to help students advance. Feedback should inform students
about what they have achieved and what else they can do to improve. Giving quality
feedback is central in assessment for learning.
Summary
• Marks and grades are often used for making summative judgements of student
performance. Marks are quantitative representations of student performance.
Marking is regarded as part of the normal practice of grading.
• Teachers can use moderation procedures to ensure quality of marking and grading.
• The evidence of student learning may serve as the basis for assigning grades.
• There are many types of grading methods, including letter grades, percentage
correct, pass-fail, checklist, standard-based, written description/narratives and
mastery grading.
• Marks and grades are actually a form of feedback which teachers need to present
to students or interested parties.
• Feedback is essential to assessment for learning. Effective feedback helps establish
self-esteem. It acknowledges students’ achievement. By providing constructive
feedback to students, students can understand what exactly they need to do to
improve.
Review Questions
1. How can teachers ensure equity in marking?
2. Why is grading essential to learning?
3. What contribution can each type of grading method make in supporting teachers’
everyday work?
4. What kind of feedback is more useful for helping students learn? Why?
Suggested Tutorial Activities

Marking, poster presentation, peer feedback and discussion
1. (Pair work) Students remark the composition of Isabella Ng (or bring a student
script to class). They decide on the kinds of feedback they want to use and state
the rationale behind them.
2. (Poster presentation) Students draw on peer and teacher feedback.
3. (Discussion) Teacher-led whole-class discussion.
References
Aitken, R. (1999). Teacher Perception of the Use and Value of Formative Assessment in Secondary
English Programme. P aper presented at the Conference of Australia Association f or
Research in Education, Melbourne.
Berry, R. (2005). Functional Significance of Feedback Learning. P aper presented at the

Conference of Australia Association for Research in Education, Parramatta.
Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (2004). Working inside the black
box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9–21.
Black, P., and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education,
5(1), 7–74.
Brookhart, S. (2004). Grading. Upper Sadler River, NJ: Pearson.
Burnett, P. C. (2002). Teacher praise and feedbac k and students’ perceptions of the classroom
environment. Educational Psychology, 22(1), 5–16.
Chappuis, S., and Stiggins, R. J. (2001). Classroom assessment for learning. Educational
Leadership, 60(1), 40–3.
Chu, S. T. L., Jamieson-Noel, D. L., andWinne, P. H. (2000). The Role of Feedback on Studying,
Achievement and Calibration. Paper presented at the meeting of theAmerican Educational
Research Association, New Orleans, LA.
Cowie, B. (2005). Pupil commentary on assessment for learning.The Curriculum Journal, 16(2),
137–51.
Edwards, C. H., and Edwards, L. (1999). Let’s end the grading g ame. Clearing House, 72(5),
260–3.
Gibbs, G., and Simpson, C. (2004). Does your assessment support your students’ learning? Journal
of Teaching and Learning in Higher Education, 1(1), 3–31.
Guskey, T. R., and Baile y, J. (2001). Developing Grading and Reporting System for Student
Learning. Thousand Oaks, CA: Corwin Press.
Hyatt, D. F. (2005). ‘Yes, a very good point!’: A critical genre analysis of a corpus of feedback
commentaries of master of education assignment. Teaching in Higher Education, 10(3),
339–53.
McMillan, J. H. (2007).Classroom Assessment: Principles and Practice for Effective Standards-
based Instruction (4th ed.). Boston, MA: Allyn and Bacon.
Merrill, J. (1987). Levels of questioning and forms of feedback: Instructional factors in courseware
design. Journal of Computer-Based Instruction, 14(1), 18–22.
Nightingale, P., Te Wiata, I., Toohey, S., Ryan, G., Hughes, C., and Magin, D. (1996).Assessing
Learning in Universities. Sydney: University of New South Wales.
Orsmond, P., Merry, S. and Reiling, K. (2005). Biology students’utilization of tutors’ formative
feedback: A qualitative study. Assessment and Evaluation in Higher Education, 30(4), 369–
86.
Queensland Studies Authority (QSA). (2004). Moderation of Achievements in School-based
Assessment. Retrieved 29 November 2006, from http://www.qsa.qld.edu.au/yrs11_12/mod/
docs/mod-sba.pdf.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems,Instructional
Science, 18(2), 145–65.
–––– . D. R. (1995). Comparability of Assessments, Grades and Qualifications. Paper presented
at the meeting of the American Educational Research Association, Hobart, Tasmania.
Schunk, D. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist,
19(1), 48–58.
Schunk, D. (1985). Self-ef ficacy and classroom learning. Psychology in the Schools, 22(2),
208–23.
Schunk, D. H. (2003). Motivational Effects of Effort Attributional Feedback (ERIC Document
Reproduction Service No. ED 479353).
Smith, E., and Gorard, S. (2005). ‘They don’t give us our marks’:The role of formative feedback
in student progress. Assessment in Education, 12(1), 21–38.
Squires, G.. (2003). Trouble-shooting Your Teaching: A Step-by-step Guide to Analysis and
Improving Your Practice. London: Kogan Page.
Stiggins, R. J. (2005). Student-involved Assessment for Learning. Upper Saddle Ri ver, NJ:
Pearson/Merrill Prentice Hall.
Strickland, K., and Strickland, J. (1998). Reflections on Assessment: Its Purposes, Methods, and
Effects on Learning. Portsmouth, NH: Boynton/Cook.
Taras, M. (2002). Using assessment for learning and learning from assessment.Assessment and
Evaluation in Higher Education, 27(6), 501–10.
Thomas, J . W., Iv entosh, L., and Rohwer , W. D. (1987). Rela tionships among student
characteristics, study activities and achievement as a function of course characteristics.
Contemporary Educational Psychology, 12(4), 344–64.
Walvoord, B. E., and Anderson, V. J. (1998). Effective Grading: A Tool for Learning and
Assessment. San Francisco: Jossey-Bass.
Further Reading
Chickering, A. W., and Gameson, Z. F . (1987). Seven Principles to Good Practice in

Undergraduate Education. Racine, WI: The Johnson Foundation Inc.
Clarke, S. (1998). Targeting Assessment in the Primary Classroom: Strategies for Planning,
Assessment, Pupil Feedback and Target Setting. London: Hodder and Stoughton.
Clarke, S. (2005). Formative Assessment in the Secondary Classroom. UK: Hodder Murray.
Early, P. C., Northcraft, G. B., Lee, C., and Lituchy, T. R. (1990). Impact of process and outcome
feedback on the relation of goal setting to task performance . Academy of Management
Journal, 33(1), 87–105.
Frisbie, D. A., and Waltman, K. K. (1992). De veloping a personal grading plan. Educational
Issues: Measurement and Practice, 11(3), 35–42.
Rice, M., Mousley, J., and Davis, R. (1994). Improving student feedback in distance education:
A research report. In T. Evans and D. Murphy (eds.), Research in Distance Education 3:
Revised Papers from the Third Research in Distance.
Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education,
5(1), 77–84.
Sly, L. (1999). Practice test as formative assessment improve student performance on computer
managed learning assessments. Assessment and Evaluation in Higher Education, 24(3),
339–44.
Useful Websites
Centre for the Support of Teaching. Retrieved 24 January 2008, from http://www.yorku.ca/cst/
ideas/recommended/assess_students_online.html#marking.
Educational Testing Service. Retrie ved 24 Jan uary 2008, from http://www .ets.org/portal/site/
ets/menuitem.435c0b5cc7bd0ae7015d9510c3921509/?vgnextoid=b47d253b164f4010V
gnVCM10000022f95190RCRD.
Point P ark Uni versity. Retrie ved 24 January 2008, from http://www .pointpark.edu/
default.aspx?id=2226.
University of Washington. Retrieved 24 January 2008, from http://depts.washington.edu/grading/
University of Waterloo. Retrieved 24 January 2008, from http://www.adm.uwaterloo.ca/infotrac/
tips/fastandequitablegrading.pdf.
Recording 141
8
Recording
Objectives

• understand the meaning of recording from educational perspectives;
• see the linkage between recording and learning;
• be aware of the methods that teachers can use to record learning outcomes, know
what these methods can offer to help teachers support learning, and mak e good
decisions on which method(s) to choose;
• make sense of the data collected to inform educational decisions.
Teachers need to be accountable for the decisions they make about students. Record-
keeping is how teachers document the basis upon which they arrive at decisions that
may be reflected in grade reports, in recommendations for particular interventions
for specif ic students and the lik e. Although teachers hold in their heads a lot of
information about students, there is a need to record student learning systematically.
Good records help teachers track student progress against standards, and identify
trends in their learning and areas needing intervention. Decisions can subsequently
be made on wha t to do ne xt to pro vide better teaching. As the amount of student
information teachers might potentially collect can be immense, it is sometimes hard
for them to determine what to record and what not to record, what methods to use to
collect information in one situation b ut not in another. Effective recording is easily
manageable, is meaningful to teachers and students and engages teaching and learning.
Significance of Recording
Recording is a mechanism which assists the teacher in remembering significant events

and interactions. Keeping records of student performance is an essential interface
between assessment and reporting (Headington, 2003). Teachers obtain evidence of
student learning outcomes by many kinds of assessment methods that they regard as
appropriate. Based on this evidence, a judgement will be reached about the standards
of performances. It is that judgement which is recorded (Brady and Kennedy, 2005).
Recording can be used to pr ovide both summati ve and formati ve judgements. The
records form the basis for comparison and contrast of the performance among students.
Succinct and objective written records can be used to remind the teacher of the progress
the student has made across the month, term or year , and to determine the e xtent to
which learning targets were met. Recording that is formati ve reflects the continuous
changes and improvement made by students.
Recording sheds light on teaching and learning. It enables the teacher to track the
progress of individuals and groups to make formative decisions on, for example, what
sort of feedback should be given to students and what should be included in the next
phase of teaching.Wilson and Fehring (1995) remind teachers that collecting assessment
data is only the first phase in improving student learning and teaching practice.
Additionally, they m ust take time to reflect on the information of both indi vidual-
student and whole-class results, since assessments are purposeful and related to learning
goals to decide future teaching directions. This is essentially assessment for learning
(AfL), because teachers record pupils’ learning outcomes and make sense of pupils’
records for making teaching decisions in improving student learning.
Teachers should determine what sor ts of purpose they want the record to serve.
Any recording system should have a clear sense of purpose, to avoid the collection of
information for its own sake rather than for educational objectives. Black and Wiliam
(2002) make the criticism that many record-keeping systems still suffer from an absence
of educational purpose and that the collection of marks to fill up records is often given
a higher priority than the analysis of pupils’ work to discern learning needs. What to
record is determined by what is being monitored or assessed. Recording should focus
upon pupils’ learning in relation to the curriculum, both of what they learn and how
they learn. There should be indications of students’ progress in more general, social
and behavioural areas.
Recording systems should suppor t AfL. According to the Strate gic Review of
Hong Kong Examination andAssessment Authority (International Business Machines
Corporation, 2003), schools in Hong Kong are reminded to internally assess their
students more broadly and continuously in order to limit the ef fects of examination.
Any forms of recording by teachers and schools should be designed to achieve this
aim. Although there are no requirements about how or in what form records should be
kept and there are no statutory requirements concerning record-keeping and the retention
of evidence, schools are reminded that the decisions about how to mark work and
record progress are always in the context of the needs of the students (QCA, 2000).
Recording 143
Before teachers record the information, Griffin and Nix (1991) suggest that they should
try to answer the following questions:
1. How will the recorded information be used?
2. How often will information be recorded?
3. What type of information will be recorded?
4. Who will record the information?
5. Who will have access to the recorded information?
6. Who requires the recorded information?
7. Where will the recorded information be stored for accessibility at a later date?
Methods Commonly Used for Recording Learning Outcomes
Teachers routinely observe features of their pupils’ learning, but much of this is not
recorded. Information should be collected and r ecorded in a systematic f ashion. To
make recording more supportive of learning, students (also parents) can be involved
in the recording their own performance. Students can self-assess their work and choose
what they want to record. They can inte grate recording into their e veryday learning
activity, for e xample, adding some self-ref lection, and from what the y ha ve seen
themselves, make plans to improve.
There are three main types of assessment information that teachers (sometimes
also students) can collect for recording: statistical data, anecdotal data, and folio-type
information. Statistical data include marks, grades, student welfare and biographical
information and attendance records.Anecdotal data include reports of critical incidents,
the reflections of both teachers and students, and notes from parents and other teachers.
Folio-type information includes work samples, records of student work, and reports
prepared by teachers in previous years. It can generate a large amount of information
which may be difficult to manage and interpret.Taylor (2004) points out that recording
is not simply collecting large amounts of data to put in a mark book or computer file.
The work produced by the student should be selective, representing important learning
outcomes.
Teachers have a wide rang e of options to record students’ learning outcomes.
Some methods commonly used by teachers include checklist, inventory, record of test
results, rating scales, anecdotal record, record-keeping portfolio, record of achievement
and computer-assisted recording. Teachers can make a choice of what recording methods
to use based on the content being assessed, how the assessment is to be used, and the
resources and time that are available for the assessment (Kuhs, Johnson, Agruso, and
Monrad, 2001).
Checklist
A checklist is a written list of performance criteria. It is diagnostic, reusable and capable

of charting pupil progress (Airasian,2005). Teachers decide on the performance criteria
to be used and develop a list before the observation is conducted. During the observation,
the scorer decides whether the students have achieved each of the performance criteria.
Checklists are very useful when you are observing a performance and there is no time
to make more deliberate judgements, just a checking off of whether what was supposed
to occur did occur . They are also v ery good when a performance requires specif ic
steps be carried out in a particular order. The checklist allows the assessor to make a
record of whether the steps were in fact performed in the correct sequence. Basically,
checklists are best when the performance can meaningfully be judged as “did it” or
“didn’t do it”. The weakness is that the checklist ordinarily does not permit an y
indication of degree of adequacy or correctness of the performance, or the steps in the
performance. There is subjectivity, but that will be true with most of the methods of
recording and judging performances and products. Figure 8.1 is an example of a
checklist.
ABC School Elementary Science Class

Student’s Checklist for Science Project Report — Junior Secondary
Name: Group: Date:
Background ❏ cited all resources used correctly

Research ❏ used only reliable resources
❏ used most recent resources
❏ used materials from Internet/scientific journals
Scientific ❏ made observations highly related to the project
Observation ❏ described the results in detail
❏ explained the observations clearly
❏ reported the results based on observed facts, not personal opinion
Experimental ❏ made hypotheses based on the background information
Research ❏ obtained some ideas to answer the hypotheses questions
❏ performed the experiment and recorded the result
❏ gathered relevant information in the report
Cooperative ❏ worked well with other group members
Groups ❏ distributed the workload equally
❏ showed support for and respect to team members
❏ listened to others’ opinions
Figure 8.1 An example of a checklist

Recording 145
Inventory
An inventory is a more formal record of observation. It records a student’s behaviour

or performance in a school skill area.The standard of comparison is the curriculum. It
examines how a student performs within a specific curriculum or with instructional
material (McLoughlin and Lewis, 2005). Inventories assess a wide range of skills by
including sample items of each skill that students are expected to master (Bigge, Stump,
Spagna, and Silberman, 1999). Information gathered can provide an overall view of
the skills the student possesses and those that are yet to be developed. It gives detailed
information about whether a particular skill might not be developed at all, or it might
not be well developed but there is evidence that it is at an early stage of development,
or it might fully developed (Brady and Kennedy, 2005: 81). Figure 8.2 is an example
of an inventory.
Rating scale
Rating scales allow the scorer to rate performance along a continuum. Similar to
checklists, rating scales are designed with performance criteria to be measured.What
distinguishes rating scales from checklists is that rating scales do not force scorers
into making “either yes or no answers”. Instead, the scales allow more options for
scoring and more descriptive information to be obtained. When the performance can
be judged along a continuum of correctness, or sufficiency, or quality, then something
more discerning than a checklist will be needed. Rating scales allow us to establish
meaningful, ranked, categories of the performance, or elements of the performance,
against which the actual observed performance can be compared. Oosterhof (2001)
suggests that rating scales can help teachers to represent the frequency or degree of
proficiency that students demonstrate on the performance criteria. Rating scales provide
an opportunity f or detailed diagnostic information to be obtained. There are three
main types of rating scale: numeric, graphic and descriptive. Figure 8.3 provides
examples of these rating scales.
In the numeric rating scale, equidistant numbers are assigned to different positions
on a continuum. Teachers often use this to measure frequency of student behaviours in
class. The graphic rating scale is similar to the numer ic rating scale. The major
difference is that the numbers are replaced by cate gories of frequenc y, for e xample
never, sometimes, often. Frequency of occurrence of a behaviour may be one example
of the use of the graphic rating scale (or numeric rating scale), but that is not the only
dimension of performance to which it can be applied. For example, the continuum
could be from “very limited” to “very expansive” applied to the vocabulary aspect of
an oral presentation. In the graphic rating scale, the rater is encouraged to place the
Name: Date:
Grade: Teacher:
Language Skills Performance Comments/Suggestions

Listening Skills
Identify and discriminate sounds,
stress and intonation
1. identify consonant blend
sounds, and discriminate
between different initial
and final consonant blend
sounds in words
2. identify long vowel sounds,
and discriminate between
different long vowel sounds
in words
3. recognize the stress in
connected speech
Listen for explicit and implicit
meaning
4. identify the gist or main ideas
by recognizing the stress in
connected speech
5. locate specific information in
spoken texts
6. understand the connection
between ideas supported
by cohesive devices
Speaking Skills
Present information, ideas and
feelings clearly and coherently
7. use appropriate registers when
speaking to familiar interlocutors
such as teachers and peers
8. connect ideas by using
cohesive devices
Participate effectively in
oral interaction
9. open interaction by greeting
someone in an appropriate
manner
10. maintain interaction by asking
and responding to others’
opinions
11. close interaction by using
appropriate formulaic
expressions
Figure 8.2 An example of an inventory

Recording 147
(Figure 8.2 continued)
Reading Skills
Understand the basic conventions
of written English
12. sight-read a wide range of
common, phonically irregular
words
13. use knowledge of basic
letter-sound relationships
to read aloud a variety of
simple texts
Construct meaning from texts
14. use known parts of words or
word association to work out
the meaning of unknown words
15. work out the meaning of an
unknown word or expression
by using visual clues, context
and knowledge of the world
Locate information and ideas
16. scan a text to locate specific
information by using
strategies such as looking at
headings and repeated words
17. identify details that support
the gist or main ideas
Writing Skills
Use the basic conventions of
written English
18. use cursive script
19. use paragraphs, capitalization and
conventional punctuation
Present information, ideas
and feelings clearly and
coherently
20. gather and share information
and ideas by using strategies
such as brainstorming,
questioning and interviewing
21. write paragraphs which
develop main ideas
22. use appropriate cohesive
devices
Performance Keys:
Good Average Needs Improvement
The student always The student sometimes The student rarely
demonstrates the skills. shows the skills. performs the skills.
Key learning areas indicators source: Curriculum Development Council (CDC). (2004). English
Language Education Key Learning Area: English Language Curriculum Guide (Primary 1–6).
Hong Kong: Hong Kong SAR Government.
Numeric Rating Scale Example

Rate the student’s performance in each of the following areas using the scale supplied. 1
represents the lowest level and 4 represents the highest level.
1. Presentation was well organized. 1 2 3 4
2. Information was appropriate. 1 2 3 4
3. Conclusions offered were based on the information. 1 2 3 4
Graphic Rating Scale Example

Using the scale provided, indicate where along the continuum you would place the student’s
performance.
Not Minimally Reasonably Very

organized organized well organized well organized
Organization of presentation
Descriptive Rating Scale

Use the following rating scale to assess each element of the writing assignment
No apparent Organization is mixed; Good organization

organization; lack of some of the ideas not and paragraphing;
paragraphing and adequately separated clear transitions
transitions from others with between ideas
appropriate transitions
Organization of ideas
Figure 8.3 Rating scales examples
rating mark anywhere along the “graph” of the continuum, not just at one of the “anchor”
points. The descriptive rating scale requires the scorer to mak e a decision along a
continuum of choices, but the options on the continuum are predefined descriptions of
the performance students might display during class. Scorers choose the option that
best describes or comes closest to the actual performance of the students. Unlike in
numeric or graphic rating scales, scorers need to refer to the descriptions rather than
simply to a number or a category along the scale when scoring.
Anecdotal record
Anecdotal records are potentially a much richer source of feedback to students than
ratings or checklists, because of the detailed information teachers can provide in an
Recording 149
extended written appraisal of an assignment, a performance, or whatever might be the

focus of the assessment.An anecdotal record is often used to document student learning
or a student’ s beha viour in detail, with the conte xt specif ied (Oosterhof, 2001).
Sometimes it also includes the teacher’s interpretation of the behaviour and the possible
action to be taken. It differs from the checklist and rating scale in that it is unstructured,
and the observer chooses what to write down in the record. It is useful because, unlike
checklists and rating scales that require planning before observation, it can serve as a
means of assessment when unanticipated incidents occur . However, Airasian (2005)
identified some of the possible drawbacks of the anecdotal record. It relies heavily on
the subjective judgement of the observer. Also, different observers might select different
details to write down, and it seems difficult to ensure reliability of the data. Furthermore,
writing an anecdotal record for each student can be a time-consuming task, and the
observer might easily forget the details of the incident if the r ecord is not done soon
after the behaviour occurs. Figures 8.4a and 8.4b demonstrate two types of anecdotal
record: single incident and developmental.
Pupil: Christina Ng Date: 28 Jan. 2007

Observer: J. Shaw
Incident:
Christina Ng is a cheerful and helpful student. She is active in class and she has a history of
good discipline and manner. Today during the integrated science lesson, she behaved in a
way quite contradictory to her usual way. After the students were instructed to follow
closely the procedures of conducting an experiment involving the use of a substance which
needed to be handled with caution, she disturbed the student in her group who was
responsible for carrying out the experimental procedures, by hiding the test tube clamp in
her pencil case. The student came up to me and told me about it. I asked Christina the
reason why she did it and she remained silent. When I raised my voice to ask her for the
reason again, she cried and apologized. The group proceeded with the experiment and she
remained well behaved until the end of the lesson.
Interpretation:
The reason for her behavior remained unknown because the information is insufficient.
Plan of action:
Talk to Christina and to the pupils in the group to get more information.
Figure 8.4a An example of an anecdotal record: Single incident

Name: Michelle Ng
Class: Secondary 1A
Subject: English Literature
Date Comments
6/9/2006 Michelle is quiet in class. During discussion time, she barely voiced her
opinion. When I asked her questions, she seemed unable to understand
what I was talking about.
26/9/2006 Michelle got a low mark on her poem assignment. She was not able to
apply what she learned in the last lesson to answer the question.
9/10/2006 I had a meeting with her after school. She said that she found all the
materials taught in class too difficult to handle. She could not
understand the textbook very well and often she could not keep up
during lessons. She could not seek help from her family because her
parents worked at night. I suggested that I spent some time before or
after school with her to help her catch up.
16/10/2006 I had the first remedial lesson with her before school started. I tried to
understand her difficulty when she read and studied the book and poem.
The most pronounced problem was that she had never been exposed to
literature and she found the vocabulary too hard to understand.
Therefore, she could not understand what was presented in lessons and
eventually could not keep up. I explained to her the part she did not
understand. She agreed to have one extra lesson every week before the
lesson so that I could briefly introduce what would be taught during
class, for better understanding during lesson.
18/11/2006 After a month’s effort, Michelle said that she was getting better in
keeping up with the lesson. She spent time to check the dictionary for
words she did not know and she prepared for class the night before. She
was getting more confident in mastering the subject.
8/1/2007 Michelle managed to get a good grade in the essay-writing assignment.
According to my observation, her improvement was obvious and she
became enthusiastic in responding to my question in class. Since I
thought that she was able to keep up with the class, she and I agreed that
the extra lesson would end. She said that she would report to me if she
encountered any difficulty again.
Figure 8.4b An example of an anecdotal record: Developmental
Record-keeping portfolio
This kind of portfolio is a systematic record of the history of a student’s development.

In Hong Kong, there is a much wider use of portfolios in the teaching, learning and
assessment cycle. Most recently, this new initiative has been extended to early childhood
education. The Curriculum Development Council (CDC) (2006: 65) indicates that:
Recording 151
Children’s growth and development is a continuous process.At different stages,

there are important milestones mar king their de velopment. Therefore, it is
necessary for parents and teachers to record important information as evidence
of children’s gro wth. A portfolio is a systematic record of such important
information, not an assessment tool.The portfolio may be passed to new teachers
for their reference and follow-up action when the children are promoted to
higher grades, or handed over to parents for retention when the children leave
kindergarten, so that it can serve as a reference for the primary school teachers
if necessary.
To use portfolios for record keeping, teachers should recognize the concepts related
to portfolios. A record-keeping portfolio contains samples of report cards, results of
tests, and other such records.There is evidence of the student’s work over time and the
portfolio may include accomplishments, capability records, a history of a person’ s
development, and critique of one’s work by both student and teacher. Basically, what
is included should authentically reflect what the student learned (Janesick, 2001).
Record of achievement
Records of achievement (ROA) share some similarities with record-keeping portfolios.

The ROA of a student contains detailed developmental information about his or her
school life. The record, which is maintained by the school and owned by the student,
is like one’s life history of schooling. Figure 8.5 (see p. 152) sho ws a student self-
completed ROA, which will be used for teacher and student conferencing at a later
stage. Griffin and Nix (1991: 125–6) list four basic purposes of ROA:
1. The recognition of achievement: Records and recording systems should recognize
and give credit for what students have achieved, not just in public examinations
but in other ways as well.
2. Motivation and personal development. They should contribute to pupils’ personal
development and progress by improving their motivation, providing
encouragement and increasing their awareness of strengths, weaknesses and
opportunities.
3. Curriculum and organization. The recording process should help schools to identify
the all-round potential of their pupils and to consider how the curriculum, teaching
process and or ganization enable pupils to de velop the academic, practical and
social skills required.
4. Document of record. Students who are leaving school or college should take with
them short summary documents of records, which are recognized and valued by
employers and institutions of further and higher education. Each document should
provide a more rounded picture of a candidate for a job or course than can be
provided by a list of examination results, thus helping potential users of the

document to decide how the candidate could be best employed and for which
jobs, training schemes or courses the candidate is likely to be suitable.
Sunshine Secondary School

Record of Achievement
For
(Name of student)
The following statements have been prepared by the student in consultation with a teacher.
They record positive achievements which have been attained during full-time education.
The statements may be entered in the student’s handwriting or in type.
1. Achievements and Experiences
2. Achievements in Education
3. Attendance and Punctuality Rate
4. Work Experience
5. Individual Action Plan
6. Personal Details
7. Personal Statements
This record was prepared in consultation

between a teacher and the student on
Signature of student
Signature of teacher
Figure 8.5 An example of student’s self-completed ROA for student-teacher conference

Recording 153
Computer-assisted record keeping
To record student performance, teacher s often look for support from computers.
Computer-assisted recording has a number of advantages. In addition to using computers
to help with recording test results, teachers can use computers to create student learning
profiles. A database can be created by electronic spreadsheet. The information in the
database can include students’ demographic data, academic information, and their
other achievements inside and outside the school. Information stored in the computer
can be updated from time to time and can be passed on from one teacher to another
when the students have moved on to a higher grade. Information stored in the computer
is easily retrie val. Teachers can readily k eep track of student learning progress and
provide timely support if deemed necessary. Students needing specific support can be
noted in the record.When needed, the information can be printed out and madevailable
a
to the parties concerned. There are increasing numbers of computer programs on the
educational market designed to assist teachers with record keeping. Computers can
aid in the process of grading (electronic grading).Teachers can set up their own grading
system for recording, combining and reporting grades. Some programs allow students
to get access to their grades and feedback in the electronic environment. This enables
immediate feedback and direct dialogue among students and between the teacher and
the students (e.g. student-student and/or teacher -student conferencing). Figure 8.6a
(p. 154) shows an example of how students’ profiles can be created in a Microsoft
Excel environment. Figure 8.6b (p. 155) gives an example of how marks and grades
can be recorded on the spreadsheets.
Principles for Selecting Recording Methods

In brief, records should be v alid, reliable and useful for dif ferent kinds of planning,
and support learning. Tanner, Jones, and Davies (2002) suggest that the records should
be valid, in that the y assess children ag ainst appropriate learning objecti ves. They
should be reliable. The r ecord gives the teacher a means of assembling a body of
evidence from multiple sources collected over time upon which to base her judgements.
They should be useful for communication with parents about student progress.
O’Connor (1995) points out that ef fective recording should display the follo wing
characteristics:
• It is manageable and continuous.
• It is meaningful to all users of the records.
• It provides a range of information, including information about knowledge, skills
and understanding, participation and attendance.
• It enables students to be involved in recording information about themselves.
• It allows both unanticipated and planned outcomes to be recorded.
• It provides comprehensive information about student achievement.
Figure 8.6a An example of ROA in a computer-assisted environment
Figure 8.6b An Example of recording student performance in a class
Interpreting Results
Learning outcomes collected through standar dized tests are usually numerical. The
scores yielded are often interpreted in a norm-referenced manner , that is, in comparison
with other students. For example, if a class average on a mathematics test was 80, and
a student received 70, a norm-referenced interpretation would be that the student is
below average. However, a score of 70 does not tell how much the student knew about
the subject and what caused the comparative underperformance. Many of the important
outcomes of learning are difficult to assess meaningfully, using quantitative approaches.
The evidence of that learning (found in projects, assignments, journals, etc.) can be
judged based on the way the student has addressed the key criteria associated with the
learning outcome. The judgement takes the form of determining at what level or standard
the student’s w ork or performance w ould put him or her , and what is needed.
Quantitative data can be linked with standards to make it more descriptive. Figure 8.7
elaborates on this.
Grade and Marks conversation Table

Essay Writing (Organization)
Grade Global Grade Percentage Description

Descriptors Mark Range
A Excellent 16–20 Excellent clarity of overall structure. Well-

organized introduction, very smooth
between paragraphs using clear signalling,
clear focus; meaningful concluding
paragraph is evident
B Good 13–15 Good clarity of overall structure. Well-
organized introduction. Coherence between
paragraphs, clear focus; concluding
paragraph is evident.
C Satisfactory 10–12 Satisfactory overall structure with some
attempt to provide advance organizer of
content and introduction; focus is somewhat
unclear; ending is rather abrupt.
D Need effort 9 or Below Essay not fully developed; difficult to
maintain focused rudimentary introduction,
minimal attempt to signal transition
between paragraphs, minimal closing
remarks.
Figure 8.7 An example of grade percentile conversion which is

linked with a set of descriptors
Recording 157
The example presented in Figure 8.7 is linked with a set of rubrics to detail what
each level entails. Rubrics allow the teacher to assess the quality of a student’s work
against relevant criteria and express the quality of the work using standards that are
usually obtained in written descriptions of what each level of quality looks like for
each criterion. A rubric is a scoring tool that lists the criteria for a piece of work. The
criteria are those elements that must be represented in the work sample being assessed,
whereas the standards, or levels, represent the degree of proficiency associated with
each criterion. A rubric articulates gradations of quality for each criterion, from low to
high performances and what these performances mean. A good rubric can be used to
accurately determine the level of quality of the assessment focuses. Rubrics can be
used as a basis for giving feedback to students. Alternative assessment often involves
the use of non-quantitative techniques for data collection and analysis. The following
points offer some guidelines for writing good rubrics.
• Language is easily understandable. It is clear to everyone associated with its use.
• There are a number of levels, which are clearly indicated and are of equal distance
on a continuum.
• Each level is accompanied by a descriptor which manifests the required
performance of that level.
• The descriptors for individual levels clearly differentiate performance of one level
from the others.
• The descriptors can be accompanied with examples, for clarity.
Most rubrics will take one of two forms, holistic or analytic. Holistic rubrics
address everything included in a product, performance, or process as a whole (Rogers
and Graham, 1997). Holistic rubrics mak e assigning marks f aster, b ut are more
susceptible to error and do not provide the learner with very much useful feedback.
Analytic rubrics address the component parts or characteristics of a product,
performance, or process separately. They inform different aspects of learning which
can be used as the basis for gi ving feedback. Analytic rubrics require more time b ut
produce more detailed feedback and tend to be more reliable. To get a clear picture of
student learning, it is common to use both (Solomon, 1998). Figures 8.8 (p. 158) and
8.9 (p. 159) are examples of two kinds of rubrics. Figure 8.8 shows a set of holistic
rubrics, and Figure 8.9 illustrates rubrics which have both holistic and analytic
characteristics.
Grade/Level Grade Descriptors

A/Level 5 Distinction
The project exceeds the requirements of the assessment tasks. The work
submitted is very well organized, contains many interesting ideas, and is
highly relevant to the requirements stipulated in the criteria. There is
evidence of high competency in language use, reflecting a high level of
language accuracy and appropriateness.
B/Level 4 Good
The project meets the requirements of the assessment tasks. The work
submitted is well organized, contains some interesting ideas, and is
relevant to the requirements stipulated in the criteria. Language use is
good in general; occasional errors in accuracy and appropriateness.
C/Level 3 Satisfactory
The project meets most of the requirements of the assessment tasks. The
work submitted is in somewhat well organized, contains some good
ideas, and reflects some understanding of the requirements stipulated in
the criteria. Language is average. There is evidence of inaccuracy and
inappropriateness in language use, although this does not impede
understanding.
D/Level 2 Needs more work
The project meets some requirements of the assessment tasks. The work
submitted is rather disjointed in structure and demonstrates an
inadequacy of ideas. There is little evidence in reflecting an
understanding of the requirements stipulated in the criteria. Language use
is inadequate, evidenced by frequent errors in language accuracy and
appropriateness.
E/Level 1 Needs a lot more work
The project does not meet many or any of the requirements of the tasks.
The work submitted is poorly organized and demonstrates a lack of ideas.
There is very little or no evidence of an understanding of the
requirements stipulated in the criteria. Language is not clear to the
audience, and this impedes understanding.
Figure 8.8 An example of holistic rubrics for assessing a project

Recording 159
Oral presentation descriptors (For senior secondary ESL students)
Rating A– B– C– D– E–
Strong Fairly Adequate Almost Weak
Criteria good adequate
Grammar • Wide range of • A range of • Grammatical • Grammatical • Most utterances
grammatical grammatical structures errors are contain
structures used structures, even generally frequent. grammatical
almost always complex ones, accurate with Few complex errors. Basic
accurately. mostly correct. occasional structures structures
errors occurring attempted. clearly inadequate.
with more
complex
structures.
Word/Sound • Errors are lapses • May have isolated • Some word errors. • A number of • Frequent
pronunciation rather than word errors and a • Pronunciation errors in the errors in
systematic errors. few noticeable but is unlikely to pronunciation sounds make
minor L1 sound present of words. communication
characteristics. comprehension Some strain difficult. Strain
problem for L2 for the for the listener.
learners. listener.
Voice • Projection strong • Good control • Voice control • Voice control • Volume control
projection/ and sustains of voice for adequate. and projection very poor.
Volume audience’s expression. Occasional generally weak. Communication
control attention. strain for Needs reminder frequently
listener. to project voice. impeded.
Overall • Very clear • Clear delivery • Generally clear • Delivery with • Poor delivery
communication delivery of of message delivery with a number of of message and
message with occasional some instances instances of little or no
and no need for of unclear unclear listener
communication clarification on message or messages understanding.
difficulty at all. isolated instances obtrusive errors. and frequently
of errors. obtrusive errors.
Figure 8.9 An example of analytic and holistic rubrics
Focus on Learning
Recording is not simply documenting student learning outcomes without purpose.
The facts collected and recorded should reflect different kinds of learning experiences
and achie vements in respect to learning intentions. To mak e the records more
meaningful to both teachers and students, teachers should interpret the information,
collected by formative and/or summative assessment, with which decisions have to be
made on ho w the ne w understanding will inform teaching and learning. This is the
spirit of assessment for learning.
Summary
• Recording is not just simply transferring information collected from students onto
record sheets. It is about making a judgement of standards and recording of that
judgement.
• Both summative and formative judgements of learning outcomes can be recorded.
Recording information throughout students’ learning process is particularly useful
to help students learn.These records continuously inform teachers of how students
perform so that adjustments in teaching can be made.
• Records should not be made in ad hoc f ashion. They should be systematic and
reflect educational objectives.
• There are man y types of recording methods teachers can consider using. They
display different characteristics and can help teachers in various ways. Teachers
can match their needs to what the methods can offer while selecting the methods
to use. There are a number of principles to help teachers mak e appropriate
decisions.
• Standardized tests usually yield quantitative data, which does not adequately
inform students (and parents) what the numbers entail in regards to student
performance. One method to solve this problem is to match the percentile/marks
against a set of levels/standards, which are subsequently tied with a set of rubrics
detailing the standards.
Review Questions
1. How are recording and AfL related? What kinds of contr ibution can r ecording
make to student learning?
2. What are the methods commonly used to record student learning in school? How
do they support recording? What are the selection criteria?
3. How should the data that is displayed in the records be interpreted?
4. What are the next things for teachers to do when the recording is finished?
1. Individual work, followed by discussion in different interest groups:

Refer to the recording methods discussed in this chapter . Choose one (or more)
recording method which you think relevant to your teaching focus(es). Explain
why you made that choice and how you are going to use it for collecting data
from your students.
Recording 161
2. Group work:
Develop a set of rubrics for assessing an acti vity. Students form groups, decide
on a learning activity for students and then develop a set of rubrics to assess
performance. Post the rubrics in the e-learn for student-student, student-teacher
conferencing.
References
Airasian, P. W. (2005). Classroom Assessment: Concepts and Applications (5th ed.). New York,
NY: McGraw-Hill.
Bigge, J. L., Stump, C. S., Spagna, M. E., and Silberman, R. K. (1999).
Curriculum, Assessment,
and Instruction for Students with Disabilities. Belmont, CA: Wadsworth.
Black, P., and Wiliam, D. (2002). Inside the Black Box: Raising Standards through Classroom
Assessment. London: King’s College.
Brady, L., and Kennedy, K. (2005). Celebrating Student Achievement: Assessment and Reporting
(2nd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Curriculum De velopment Council (CDC), The. (2004). English Language Education Key
Learning Area: English Language Curriculum Guide (Primary 1–6). Hong Kong: Hong
Kong SAR Government.
Curriculum Development Council (CDC), The. (2006). Guide to the Pre-Primary Curriculum.
Retrieved 29 No vember 2006, fr om the Education Bur eau Website: http://edb.gov.hk/
FileManager/EN/Content_2405/pre-primaryguide-net_en.pdf.
Griffin, P., and Nix, P . (1991). Educational Assessment and Reporting: A New Approach.
Marrickville, NSW: Harcourt Brace Jovanovich Group (Australia) Pty.
Headington, R. (2003). Monitoring, Assessment, Recording, Reporting and Accountability:
Meeting the Standards (2nd ed.). London: David Fulton.
International Business Machines Corporation (IBM). (2003). Strategic Review of Hong Kong
Examinations and Assessment Authority. Retrieved 28 November 2006, from Hong Kong
Examinations and Assessment Authority Website: http://www.hkeaa.edu.hk/doc/isd/
Strategic_Review.pdf.
Janesick, V. J . (2001). The Assessment Debate: A Reference Handbook. Santa Barbara, CA:
ABC-CLIO.
Kuhs, T. M., Johnson, R. L.,Agruso, S.A., and Monrad, D. M. (2001).Put to the Test: Tools and
Techniques for Classroom Assessment. Portsmouth, NH: Heinemann.
McLoughlin, J. A., and Lewis, R. B. (2005). Assessing Students with Special Needs (6th ed.).
Upper Saddle River, NJ: Merrill/Prentice Hall.
O’ Connor, F. (1995). An Assessment Recording and Reporting Resource. Adelaide: Department
for Education and Children’s Services, South Australia, Curriculum Division.
Oosterhof, A. (2001). Classroom Applications of Educational Measurement. Upper Saddle River,
NJ: Merrill/Prentice Hall.
Qualifications and Curriculum Authority (QCA) (2000). Report on Teachers’ Perceptions of
Formative Assessment. London: QCA.
Roger, S., and Graham, S. (1997). The High Performance Toolbox (3rd ed.). Ev ergreen, CO:
Peak Learning Systems.
Soloman, P. G. (1998). The Curriculum Bridge: From Standards to Actual Classroom Practice.
Thousand Oaks, CA: Corwin.
Tanner, H., Jones, S., and Da vies, A. (2002). Developing Numeracy in the Secondary School.
London: David Fulton.
Taylor, A. (2004). Assessment, recording and repor ting. In S. Capel, R. Heilbronn, M. Leask,
and T. Turner (eds.), Starting to Teach in the Secondary School: A Companion for the
Newly Qualified Teacher (2nd ed., pp. 107–16). London: RoutledgeFalmer.
Wilson, J., and Fehring, H. (1995).Keying into Assessment. Melbourne: Oxford University Press.
Further Reading
Borich, G. D., and Tombari, M. L. (2004). Educational Assessment for the Elementary and
Middle School Classroom (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Clarke, S. (2001). Unlocking Formative Assessment: Practical Strategies for Enhancing Pupil’s
Learning in the Primary Classroom. London: Hodder and Stoughton Educational.
Gronlund, N. E. (2006). Assessment of Student Achievement (8th ed.). Boston, MA: Allyn and
Bacon.
Hayes, D. (2004). Foundations of Primary Teaching (3rd ed.). London: David Fulton.
Hough, T. P. (2007). Education Assessment: A Practical Introduction. New York: John Wiley
and Sons.
Kubiszyn, T., and Borich, G. (2007). Educational Testing and Measurement: Classroom
Application and Practice (8th ed.). Hoboken, NJ: Wiley.
Tanner, H., and Jones, S. (2003). Marking and Assessment. London and New York: Continuum.
Useful Websites
Kent County Council. Retrie ved 24 January 2008, fr om http://www.kented.org.uk/ngfl/ict/

assessment/RECORDS.HTML.
Teachernet. Retrie ved 24 January 2008, fr om http://www.teachernet.gov.uk/casestudies/
SubCatHome.cfm?&id=34&sid=22.
Reporting 163
9
Reporting
Objectives

• describe the rationale for reporting, and associate reporting with learning;
• take the concerns of the audience into consideration when reporting;
• tell what good reporting entails, and describe the methods used for reporting;
• use report cards and conferencing for effectively communicating student learning
outcomes.
From the perspective of education, reporting is the communication of the information

collected from the students through different means of assessment to the students and
their parents, the school itself and the wider community . The purpose of reporting
should lie in enhancing student learning rather than merely informing people of the
results of assessment. Reporting can be both formative and summative. Reporting
carries a summative purpose when it communicates the students’ level of attainment
at the end of a learning stage. Reporting can serve a formative purpose when
information is conveyed in a way that helps students, parents, teachers and others to
see where improvement is possible and what “next steps” might lead to that
improvement. The message conveyed should not be restricted to academic performance
but should cover students’ holistic development, including their achievements of
various kinds and their potentials for future development. Reporting can be oral or
written, using words, numbers, or any other forms which will help enhance
communication about student learning.
Why Reporting?
Reporting is essentially a form of communication between students, parents, teachers,

school, community and other stakeholders that contains the information about students’
development (The New South Wales Board of Studies, 1998). Good reporting on student
achievement is an important part of monitoring both individual student progress and
the success of an y educational policy. Roeber (2005) states that reporting can “help
build support for schools” as well as help educators to carry out the plans and policies
intended, if they are reported properly. He warns that, if reporting is not carried out in
an appropriate manner, it might give rise to incorrect interpretation, which might affect
the students, teachers and the community . The messages con veyed help students
understand what they have achieved and what they can do to learn better and achieve
better. Reporting helps parents gain insights into the teaching and learning process
from which most are distanced. They will kno w what kinds of achie vement their
children have made and what kind of support they can offer to assist teachers in helping
their children to progress. The school personnel can use reports to track the learning
profile of each student, a year group, or students of the whole school.
The data recorded and reported are of paramount importance to school. Schools
need to be accountable for their students’ performance. The information gathered can
form the basis for the policy decisions of the school. Individual teachers can benefit
from the shared information provided from the teachers who previously taught the
students. With the information obtained, they can develop their teaching plans. Student
reports enhance the continuity and quality of students’ learning experience.
Reports help the people concerned (e.g. university admission directors) make
placement decisions. While the wider community , including admissions of ficers,
programme administrators and prospective employers, still depends rather heavily on
the results of public exams for their selection decisions, many universities today consider
not only the academic results from the public examinations but also take school internal
reports into account as they review prospective candidates. When they select students,
they look for evidence of all-round whole-person development and special talents, in
addition to outstanding academic ability. For the education policymakers, the reports
from schools serve as a means of communication between those working at the
education frontline and those devising policies in government organizations. In a broader
view, reporting should be beneficial to the different parties concerned. It could include
providing information to dif ferent interested parties who w ant to kno w a student’ s
achievement and progress, such as employers, universities and policymakers. Reporting
provides a basis for them to retrieve the information they want at any time.
Principles for Reporting
There are a number of reporting principles suggested by dif ferent educators. Brady
and Kennedy (2005) stress thatconfidentiality of the report content should be ensured.
Reporting should reflect and relate to the curriculum re garding performance. Also,
reports on students’ performance should not be restricted to in-class activities. Rather,
Reporting 165
other experience such as the affective and psychomotor development should also
be included in the report, to provide a holistic picture of the students’ attainment.
Reports should include descriptions of student attainment in detail as well as in an
explicit way so that the audience can gain more information from the report. Headington
(2003) draws our attention to the quality of the report.When writing a report, teachers
should include evidence-based comments rather than comments draw from speculation
so that the subjecti ve factors that might influence the report can be ruled out. They
should base such judgements on solid and suf ficient evidence of attainment of the
target learning outcomes.Also, it is important to recognize the student as an individual
rather than give general comments. Clear and straightforward comments make it
easier for readers to understand the r eport. Also, it is important that comments focus
on the performance rather than on personal qualities and other internal factors that are
unlikely to change. Roeber , Donovan, and Cole (1980) stress that dif ferent parties
have different understandings of assessment. Therefore, it is essential that teachers
present the report in a w ay that could be understood by different parties who are
interested in the report. The audience of the report, including “students, parents, other
teachers, system”, needs to be considered so that teachers can include relevant
information to meet the needs of the different audience members. O’Connors (1995)
directs teachers’ attention to the language used in reports. The language used should
be free of special terminology or educational jargon so that everyone can comprehend
the report without assistance. Also, it would be better for the comments to focus on
areas achieved rather than judging potential.All in all, teachers need to be clear about
the purpose of the report, whether it is summative, formative or simply a chance to
show the outcome of learning.
Methods of Reporting
Stiggins (2005) identif ies three w ays of reporting. The first one is standard-based
reporting. This w ay basicall y includes the student’ s le vel of mastery of dif ferent
competencies or achievement standards provided in a list. Another way is to design a
continuum to sho w the le vel of ac hievement on each skill or subject. This way can
provide more details about student achievement. In this type of report, collaboration
among teachers is essential in developing criteria for achievement, designing the rating
method and in considering how to communicate all this to different target audiences.
However, teachers must make sure that ratings of student performance are reliable and
dependable.
Another w ay of reporting is narrative r eporting. It includes using narrati ve
description to illustra te students’ learning outcomes. When de vising the narrati ve
description, teachers can include criteria and standards used for determining
achievement. This will give a better picture of the extent to which students are able to
attain particular learning outcomes. Preparing narrative reports can involve students
so that their voices can also be heard. This enhances communication among parents
and family, the student, and teachers. Narrative reporting demands time on the part of
the teachers. Teachers often prefer standard-based reporting and use narrative reporting
for specific incidents.
The third type of reporting is continuous pr ogress r eporting. It records the
continuous development of students with definitions and progressively linked targets.
The records represent profiles of students’ learning. It includes indicators that are
short descriptions showing level of attainment, and there are usually descriptions of
different levels, arranged in order of difficulty. Using the profiles, students’ performance
can be recorded throughout a period of time. This type of reporting has a number of
advantages. When the descriptors are clearly def ined, teachers do not need to add in
narratives by themselves, thus saving time in preparing report cards. Also, using the
indicators, teachers can concentrate on commenting on the achievement criteria already
stated rather than thinking of their own. This type of report gives rise to a comprehensive
and cumulati ve r eport showing the student’ s le vel of attainment, which f acilitates
interpretation. With this type of record, students’ progress can be recorded and traced
across different grade levels. This method is more in line with the notion of assessment
for learning.
Report Cards as a Means of Written Communication
Report cards are one of the most popular means used for communicating, particularly
summative results. Teachers can certainly use other types of ecords
r suggested in chapter
8 to disseminate student learning outcomes. A report card is usually a printed report
consisting of information selected by the school to establish communication to the
parties concerned. It is a written form of reporting, often presented with a table divided
into different sections illustrating a student’s achievements and performance throughout
the term or school year. Some schools give out report cards annually; some choose to
distribute them at the end of each term.
The value of the report card is that it provides a more comprehensive picture of
student learning and progress than is available to the student from individual reports
of assessment results. The main audience for the report cards are students and parents.
Restricted by its size in most cases, only a certain amount of information can be
displayed on the card. A question to ask is that what mak es a record card a good
method of communication? To communicate with the audience, many schools use the
quantitative method (marks or percentage) to present student learning outcomes. Others
prefer using grades or a combination of both. To increase readers’ understanding,
performance indicators may be used to explain the meaning of the grades. Indicators
Reporting 167
are usually simple, for example, A = Highly competent, B = Competent, C = De veloping,

D = Experiencing difficulty. There are no “correct” ways for learning outcomes to be
presented in report cards.The information can be very simple, for example, containing
a few numbers or percentage, letter grades, or comments. A comprehensive approach
may entail filling in a lot of information, for example position in class, position in
individual subjects, form position, attendance, conduct, personal achievements, brief
notes from teachers. The styles used can vary. They can be in table format for putting
grades or marks in, checklists for indicating different kinds of performance, lines of a
continuum to show stages of progress, boxes for narrative comments, pictorial
representation to give some visual effects etc.
It should be borne in mind that there are no perfect report cards. The focal point
is on using the report cards as a communication tool. The design of the report card
should therefore match the kind of message conveyed. A report contains only ratings
for performance or teachers’ comments on student performance and nothing else.The
information presented can be used on its own to convey the message or used together
with v erbal comments to allo w deeper understanding of an indi vidual student’s
performance.
The following are some e xamples of report cards in which dif ferent messages
can be conveyed. The report card presented in Figure 9.1 highlights teacher comments
as the major means of communication. In addition to presenting the student’s overall
academic performance in different subjects by letter grade, there are boxes for teachers
to put in their views. The small boxes do not leave much room for detailed comments,
but the brief notes entered do not have to be “end-of-story” comments.They can serve
as a basis for further communication when needed. Performance of the students in
other aspects can be communicated through their participation in extracurricular
activities. In the conduct section, there is space for teachers to write a few words, or a
number (to sho w attendance). Again, these can be used as a basis for further
communication. Teachers can list what acti vities the student took part in and ho w
engaged she or he was in the activities, plus suggestions if deemed necessary. A box
for giving general comments allo ws the class teacher to describe ho w the student’s
performance is perceived and to give constructive comments. For teachers who opt
for using written comments as the means of communication, the boxes for comments
can be enlarged and the cate gories for giving comments can be e xtended to cover a
wider range of performances such as social and/or af fective aspects. Figure 9.2 presents
a report card which communicates students’ learning growth. Continuums are used
together with an e valuation key to indicate students’ mastery le vels. This graphical
representation makes understanding easy. Figure 9.3 takes marks as one major focal
point of reporting. Figure 9.4 is more focused on reporting different aspects of student
development and allows students’ and parents’ involvement in preparing the report.
NEW WORLD SECONDARY SCHOOL

ACADEMIC REPORT 2006–2007
NAME: CLASS: DATE OF ISSUE:
EXTRA-CURRICULAR ACTIVITIES
SUBJECTS GRADE TEACHER’S REMARKS
ENGLISH
CHINESE
MATHEMATICS
GEOGRAPHY
GENERAL COMMENTS
HISTORY
INTEGRATED
SCIENCE
COMPUTER
ART
MUSIC ATTENDANCE
PRESENCE ABSENCE LATENESS
PHYSICAL
ASSESSMENT OF CONDUCT
EDUCATION
DILIGENCE COURTESY
RESPONSIBILITY SERVICE
Evaluation Keys
A–Excellent B–Very Good C–Good D–Moderate E–Need Improvement
PRINCIPAL’S TEACHER’S PARENT’S

SIGNATURE SIGNATURE SIGNATURE
Figure 9.1 Report card: Example 1

Reporting 169
Sunrise School
Student Report
Name: Class: Issue Date:
Explanation of Coding Keys

Effort Key
I Improvement Needed O Outstanding

The student does not demonstrate behavior The student demonstrates the behaviour
that leads to success in learning. of a superior learner.
Grade Level Key
N Not meeting the standard B Basic

The student does not show the mastery The student shows partial mastery of
of the fundamental knowledge and skills. the fundamental knowledge and skills.
P Proficient E Excellent
The student shows solid academic The student shows superior academic
performance and regularly meets the performance and consistently meets the
standards. standard.
Note: A notation given on the line is to represent the mastery of the literacy and level of effort.
Below is an example showing a student who has a mastery level between proficiency
and excellence, and an outstanding effort in learning:
N B P E
↓ ↓ ↓ ↓ Effort
X Improvement needed X Outstanding
English
Effort
Improvement needed Outstanding
N B P E
↓ ↓ ↓ ↓ Listening
Recognizes the stress in connected speech.
Recognizes differences in the use of intonation in expressing
approval, disproval, queries and doubts.
Uses audio clues (tone, volume) and contextual clues to work out
the meaning of simple spoken texts.
Speaking
Uses appropriate intonation and stress, and varies volume, tone of
voice and speech to convey intended meanings and feelings.
Maintains interaction by controlling participation in interaction or
group activities.
Reading
Identifies and discusses, refines or generates ideas from written
materials.
Skims a text to obtain a general impression and the gist or main ideas.
Identifies details that support the gist or main ideas.
Writing
Presents main and supporting ideas with elaboration.
Uses appropriate formats, conventions and language features when
writing a variety of text types.

Mathematics
Effort
N B P E
↓ ↓ ↓ ↓ Numbers and Algebra
Experiences rational and irrational numbers.
Interprets simple algebraic relations from numerical, symbolic and
graphical perspectives
Develops various strategies in using numbers to formulate and solve
problems.
Measures, Shape and Space
Explores and visualizes geometric properties of 2-D and 3-D objects
intuitively.
Applies a variety of techniques, tools and formulas for measurements
and solving measurement problems.
Inquires into geometric knowledge in 2-D space using trigonometric
relations.
Data Handling
Understands the criteria for organizing discrete and continuous
statistical data.
Computes, interprets and selects the appropriate measure to describe
the central tendency of a set of data.
Judges the appropriateness of the methods used in handling statistical
data.
Personal, Social and Humanities Education

Effort
N B P E
↓ ↓ ↓ ↓ Personal and Social Development
Understands the importance of valuing oneself and others
Understands the ways to cope with changes in interpersonal
relationships
Identifies positive and negative peer pressure and develops strategies
to respond appropriately
Culture and Heritage
Knows the uniqueness of Chinese culture and makes comparison with
other major cultures of the world
Understands culture and heritage of major communities in the world
Understands and is aware of the emergence of a “global culture”
Time, Continuity and Change
Understands the significant historical periods and patterns of change
in national and world history.
Understands the positive and negative impact of change brought about
by historical events.
Differentiates between fact and opinion to form a good understanding
and interpretation of historical events.
Teacher’s Signature: Parent’s Signature:
Key indicators source: The Curriculum Development Council, 2002a: 13; 2002b: 32–33; 2004: 71)
Reporting 171
Springfield Scientific Secondary School

School Report 2006–2007
Name: Grade:
Semester 1 Semester 2
Subjects Daily Examination Daily Examination
(Proportion) (30%) (20%) (30%) (20%) Overall Mark
English
Listening (20%)
Writing (25%)
Reading (25%)
Presentation (20%)
Vocabulary (10%)
Mathematics
Calculation (20%)
Geometry (20%)
Statistics (20%)
Application (40%)
Science
Biochemistry (25%)
Biology (25%)
Chemistry (25%)
Physics (25%)
Average Mark
Awards and Achievements
Principal: Class Teacher:
Date of issue: Parent’s Signature:

Hong Kong Primary School

Student’s Report 2006–2007
Name: Class:
Subjects Comment
Chinese Language
Reading
Composition
English Language
Reading
Writing
Oral
Vocabulary
Mathematics
Calculations
Reasoning
General Studies
Social Education
Generic Science
Health Education
Art and Music
Physical Education
Personal and Social Development

Perseverance and Interest Cooperation
❏ always able to solve the problem ❏ always works harmoniously with other students
❏ willing to tackle the problem ❏ cooperative and helpful
❏ needs help when faced with problems ❏ needs more support in developing the skills
Independence Participation
❏ can work well without much support ❏ commits to class activities
❏ growing in dependence ❏ willing to be involved in class service
❏ needs guidance and support ❏ needs to take more initiative in class activities
Awards and Achievements:
Teacher: Principal:
Date of issue:

Reporting 173
(Figure 9.4 continued)
Student’s Learning Goals
My target for semester 1: Student’s self-reflection:

Can I achieve the goal?
What improvement do I need?
Date: Date:
Parent’s comment/suggestion: Teacher’s comment/suggestion:

(Does my child work on the target?) (Does the student work on the target?)
Parents: Teacher:
My target for semester 2: Student’s self-reflection:

Can I achieve the goal?
What improvement do I need?
Date: Date:
Parent’s comment/suggestion: Teacher’s comment/suggestion:

(Does my child work on the target?) (Does the student work on the target?)
Parents: Teacher:
Audience of Reporting
The audience of reporting can be divided into two main groups: the school and the
community. The most signif icant audience tha t needs infor mation on student
achievement are students, parents, teachers, school management and community.
Reporting to students
Students need to know through reports the information regarding learning. Reporting
serves the purpose of reflecting on students’ performance so that they can make use of
the information to establish new goals (Groundwater-Smith and White, 1995). From
progress and achievement reports, students will be able to understand their level of
mastery of kno wledge and skills. They should also be able to identify the areas of
learning to which the y need to gi ve more attention or ef fort. Basically, reporting to
students is to inform them, to motivate them and to improve their learning
Reporting can be informal. Teachers can meet students to let them kno w their
performance and then give them guidance.
Reporting to parents
Parents are eager to know more about their children’s learning progress. Groundwater-
Smith and White (1995) identify three needs of parents for reporting: cyclical, context
and social. Cyclical need is time-based. At different times of the year , parents may
want different kinds of information dispatched to them.At the beginning of the school
year, parents would like to know whether their children are adapting well in the ne w
year or in the new class. They also want to know whether their children are performing
satisfactorily according to age and ability . When it comes to the middle of the year ,
having knowledge gained at the be ginning of the school year , parents would like to
have a more detailed and explicit description of their children’s performance. Towards
the end of the school year , parents w ould like to kno w more about their children’ s
achievement as well as the plan for the f ollowing year. Issuing reports re gularly
throughout the year will satisfy parents’ cyclical needs. The second need is contextual.
Parents’ needs and e xpectations may v ary in dif ferent educational areas. F or core
subjects such as English language, parents may want a detailed description on how
well their children are progressing in specific language skills. For subjects including
music and physical education, many parents would prefer to have a letter grade.
However, for a school which focuses on nurturing students’ specific talents such as
music, parents may look for a very detailed description on how their children perform,
from different musical perspecti ves. To establish good communication, schools can
determine parents’ expectations, for e xample in parent-teacher meetings. The third
need is social information. Sometimes a message might be influenced by the way it is
presented through body language (so a void ne gative messages, e.g. a fro wn). The
wording of the information should be carefully chosen and the manner of presenting it
should be positive and constructive.
Reporting 175
Reporting to teachers
Teachers within a school share responsibility for the educational adv ancement of
students and need to share information about the progress and achievement of the
students they teach and f actors affecting it. A shared pool of information will help
facilitate communication among teachers teaching the same group and facilitate
continued support when students have progressed to a higher form and will be taught
by a new group of teachers.There should be different information provided to teachers
from that provided to students, parents etc. With the information, teachers can make
plans, including rethinking their current teaching strategies when matching them against
the characteristics of the students. In addition, communication among teachers can
play a vital role in identifying and supporting students with special learning needs and
abilities. Concerted ef fort can then be made to de velop str ategies and materials to
meet these needs.
Reporting to school management
Managers need appropriate information upon which to make judgements and base
decisions. Information will often be pro vided in the form of reports from other staf f
members, particularly those in positions of responsibility, to aid different managerial
activities within schools. School principals and other members of the school
management team use information about the progress and achievement of their students
to make decisions about the effectiveness of programmes, the allocation of resources,
the establishment, continuation or abolition of teaching programmes, the deployment
of staff and the provision of support services to student.
Reporting to community
Many parties, including employers, universities and policymakers, would want to know
more about student performance. Formal reporting provides a basis for these people to
retrieve the information they want at any time (e.g. a school report or a certified award).
Information disseminated to the community may have a positive influence on the
school image. First of all, the information can increase the community’s understanding
of the school. It can become a platform for further communication and establishing
rapport. The Education Re view Of fice (1996) stresses that reporting on student
achievement can raise the profile of the school and emphasize the positive role it plays
in the community.
Conferencing as a Verbal Communication Means
According to Brady and Kennedy (2005), teacher-parent conferencing enables parents

to be involved in the assessment process, and through discussion, suggestions can be
given to interested parties on how to help the student make further improvement. In a
conference, Cuttance and Stokes (2000) note, parents usually want to be kept well
informed about their c hildren’s progress; gi ven information about achie vement and
progress in both academic and non-academic areas of learning; informed about both
strengths and weaknesses of their children; and provided with pertinent and constructive
advice about how they can support their children’s learning. Brady and Kennedy (2005)
propose some guidelines for teachers in preparing conference procedures, including:
(1) be clear about the assessment criteria in assessing student learning, (2) gather
evidence such as student’s work or grades that indicate whether the student is able to
meet the assessment criteria, (3) have conferences with students first so that they have
an idea of what parents will be told about their learning progress during the conference,
(4) carry out the conference with parents, (5) ask for feedback from parents.
There are some ways to conduct an effective conference with parents. Teachers
should find a comfortable meeting place in advance so that parents can talk with teachers
in a relax ed environment. Then teachers need to f amiliarize themselv es with the
students’ achievement as well as strengths and weaknesses, by rereading the report
and reviewing students’ work so that they can be prepared for any questions raised by
parents concerning the students. When meeting the parents, teachers should act in a
polite manner, to mak e parents f eel at ease. When discussing the students, positi ve
statements should be used, to avoid arousing negative feelings in the parents. During
discussion, teachers should bear in mind that the conference is two-way, that parents
should be invited to contribute to the discussion. Time should be allowed for parents
to look at the report and the children’ s work. In a conference, teachers can pro vide
parents with information about the students’ learning with the work as evidence so
that parents get a better picture of their children’s achievement (Gronlund, 2006).
Teachers should also try to avoid creating a negative impression by appropriately
framing the comments during the intervie w. The follo wing e xample shows how a
negative description can be turned into one that is more positive.
Negative description:
Parent: How is John behaving in class?
Teacher: To be honest, Mrs Cheng, John is a troublemak er. He can be quite
naughty in class. During the lesson, he often leaves his seat without
permission, to talk to his classmates.
Reporting 177
Positive description:
Parent: How is John behaving in class?
Teacher: John is by nature a very active person. Sometimes, he spends too
much time on things which are not related to his learning.Things like
leaving his seat to talk to his classmates occur rather often. Maybe
we should give him more responsibility at school and at home. What
do you think, Mrs Cheng?
Teachers can also conduct conferences only with students. During the meeting,
teachers and students can discuss whether or not the students are able to meet the
assessment criteria. Probing questions could also be asked to gain deeper understanding
about the student’s learning. Brady and Kennedy (2005) make some suggestions for
teachers for conducting this kind of conf erence. Teachers should create an informal
atmosphere so that students are able to express themselves freely rather than being
intimidated by formality. Teachers should actively engage in the process by listening
attentively while displaying verbal and non-verbal responses. Teachers should try to
avoid disapproving, so as not to stir up negative emotions. When students do not know
how to respond, teachers can pause to wait for students’response. Appropriate assistance
should also be given when it is needed, provided that it does not influence students’
responses. It is also important for teachers to show reassurance and sympathy to students
while students are expressing themselves. In order to get relevant answers, teachers
could try to phrase the questions accordingly. It should be noted that teachers should
avoid sarcasm and derision, which might harm students’ self-esteem. It would be better
to separate the student from other students so that the process w ould not be affected.
Maintaining confidentiality in conferences with students is a good practice no matter
who the student is. Following is one example of a teacher-student conference.
Scenario:
Peter is an underachie ver. He al ways f ails in mathematics. English is not a
strength, either. In the last term, Peter scored 32 percent in mathematics, and 53
percent in English overall. This term, Peter scored 45 percent in mathematics,
and 56 percent in English. He is not too good in expressing himself in English.
He failed his oral English both terms.
Conference:
Teacher: (Referring to the report record). Peter , you ha ve made a lot of
improvement in mathematics this term. English is improving too,
except that your oral English may still need some work. I understand
you didn’t score very well in oral English. Can you think of some
reasons why the oral English is giving you trouble?
Peter: (Thinking) Um . . .
Teacher: (Waiting patiently with a smile)
Peter: In the oral test, I w asn’t sure about some of the w ords. I just
mumbled along. I know I am not too good at expressing myself in
English.
Teacher: (Nodding) I see. Well, developing fluency in oral English gi ves
lots of students trouble at first. I think you’ve identified an important
area to work on, though. Building your confidence in your spoken
vocabulary could be a very good target for us to work on this term.
You know, practising your oral English more might also be a good
idea. Can you think of any ways you could spend more time
practising?
Peter: I guess I can ask Sandy (a classmate) for help. She speaks good
English. I can ask my English teacher to give me more ideas, too.
Teacher: That sounds like a good plan, Peter.
Good conferencing skills eng age learning. Although teachers are v ery keen on
getting students to improve their performance, messages can usually be communicated
in a more supportive manner. Words used should be supportive. It is good to start the
conversation by acknowledging their achievements. In the case presented above,
although Peter failed mathematics again, the teachers acknowledged his big
improvement in mathematics (from 33 percent to 45 percent) and general improvement
in English. To help the student improve further, the teacher got Peter focused on oral
English, an area in which Peter had not made an y advancement. The manner used
should be encouraging. Words of encouragement certainly help. Sometimes, a smile is
more ef fective than a thousand w ords. Students should be encouraged to conduct
student-led conferences. Students could use portfolios as the vehicle for the discussion
(Stiggins, 2005). Conferencing can be conducted online to create more time and space
for communication.
Communication Is the Essence of Reporting
Reporting should be re garded as an important acti vity of assessment. The learning

outcomes of students need to be disseminated to interested parties. The question is:
Do teachers report only for accountability reasons? A new direction of reporting is
that, in addition to accountability, reporting should be used for communication.Through
different means, messages should be made to relevant parties to achieve the paramount
purpose of learning.
Reporting 179
Summary
• Reporting should be re garded as one main acti vity of assessment. The learning
outcomes of students will have to be communicated to interested parties, including
the students themselves, their parents, teachers, the school and the wider
community.
• The school and teachers have to be held accountable for student learning.Although
reporting carries this important function of accountability, the mission of reporting
is to monitor student progress and communicate the results to interested parties,
so deliberation and planning can be made to help students learn better.
• There are a number of reporting principles for teachers to be based on.The major
issues discussed include confidentiality, focus(es) of reporting, evidence for the
comments made, accessibility of information (e.g. language use) and manner of
reporting.
• Teachers can consider using standard-based reporting , narrative reporting, and
continuous progress reporting, or a combination of these.
• Teachers can use different means to communicate, some means in written form
and others in verbal. In school contexts, report cards are widely used for
communicating with students and their parents. Report cards can be used with
conferencing, in which conversation is the means of communication.
• To f acilitate g ood communication at the conference, some issues need to be
addressed, including preparation, the environment, language use for sensitive
issues, suggestions for improvement and the manner to use.
Review Questions
1. What role does reporting play in learning? What are the guiding principles for
effective reporting?
2. What can teachers do to ensure good communication among students, teachers,
parents, school and the wider community?What are the reasons for communicating
student learning outcomes to these people?
3. What sorts of method can teachers use to report learning outcomes to interested
parties?
4. What makes a report card a good communication tool?
5. What are the best ways to conduct effective conferences, including teacher-parent
conferencing, teacher-student conferencing, or one involving all three parties?

1. Role-play followed by discussion: Teacher-student-parent conferencing
Ms Chan, the teacher of a Form 3 class in a secondary school, is having a
conference with a student in her class, Susanna, and her mother , Mrs Wong.
Susanna is diligent and self-disciplined. Ho wever, her performance in English
last year was not satisfactory. The conference is arranged to discuss what can be
done to help her improve her English. In groups of three, play the roles of the
teacher, the student, and the parent.
2. Discussion
What makes conferencing successful?What other forms of reporting can teachers
use for communication?
References
Brady, L., and Kennedy, K. (2005). Celebrating Student Achievement: Assessment and Reporting
(2nd ed.). Frenchs Forest, NSW: Pearson Education Australia.
The Curriculum Development Council (CDC). (2002a). Mathematics Education: Key Learning
Area Curriculum Guide (Primary 1–Secondary 3). Hong K ong: Hong K ong SAR
Government.
The Curriculum Development Council (CDC). (2002b). Personal, Social and Humanities
Education: Key Learning Area Curriculum Guide (Primary 1–Secondary 3). Hong Kong:
Hong Kong SAR Government.
The Curriculum Development Council (CDC). (2004).English Language Education Key Learning
Area: English Learning Curriculum (Primary 1–Secondary 3). Hong Kong: Hong Kong
SAR Government.
Cuttance, P., and Stokes, S. A. (2000). Reporting on Student and School Achievement. Retrieved
29 November 2006, from Australian Government, Department of Education, Science and
Training Website: http://www.dest.gov.au/sectors/school_education/publications_resources/
other_publications/reporting_on_student_and_school_achievement.htm.
Education Review Office, The. (1996). Reporting Student Achievement. Retrieved 29 November
2006, from Education Review Office Website: http://www.ero.govt.nz/ERO/Publishing.nsf/
Print/Reporting%20Student%20Achievement.
Gronlund, N. E. (2006). Assessment of Student Achievement (8th ed.). Boston, MA: Allyn and
Bacon.
Groundwater-Smith, S., and White, V. (1995). Improving Our Primary Schools. Evaluation and
Assessment through Participation. Sydney: Harcourt Brace.
Headington, R. (2003). Monitoring, Assessment, Recording, Reporting and Accountability:
Meeting the Standards (2nd ed.). London: David Fulton Publishers.
New South Wales (NSW) Board of Studies, The. (1998). Assessing and Reporting Using Stage
Outcomes. Sydney: New South Wales Board of Studies.
Reporting 181
O’Connors, F. (1995). An Assessment: Recording and Reporting Resources. South Australia:

Darlington Materials Development Centre.
Roeber, E. D. (1995). Critical Issue: Reporting Assessment Results. Retrieved 14 No vember
2006, from North Central Regional Educational LaboratoryWebsite: http://www.ncrel.org/
sdrs/areas/issues/methods/assment/as600.htm.
Roeber, E. D., Dono van, D., and Cole, R. (1980). Telling the state wide testing story . . . and
living to tell it again. Phi Delta Kappan, 62(4), 273–4.
Stiggins, R. J. (2005). Student-involved Assessment for Learning (4th ed.). Upper Saddle River,
NJ: Merrill/Prentice Hall.
Further Reading
Goodwyn, A., and Branson, J. (2005).Teaching English: A Handbook for Primary and Secondary
School Teachers. London: Routledge.
Griffin, P., and Nix, P . (1991). Educational Assessment and Reporting: A New Approach.
Marrickville, NSW: Harcourt Brace Jovanovich Group (Australia) Pty.
Guerin, G. R., and Maier, A. S. (1983). Informal Assessment in Education. Mountain View, CA:
Mayfield.
Hayes, D. (2004). Foundations of Primary Teaching (3rd ed.). London: David Fulton.
Knight, P. T., and Yorke, M. (2003). Assessment, Learning and Employability. Berkshire, UK:
Open University Press.
Kuhs, T. M., Johnson, R. L.,Agruso, S.A., and Monrad, D. M. (2001).Put to the Test: Tools and
Techniques for Classroom Assessment. Portsmouth, NH: Heinemann.
Mabry, L. (1999). Portfolios Plus: A Critical Guide to Alternative Assessment. Thousand Oaks,
CA: Corwin.
McLoughlin, J. A., and Lewis, R. B. (2005). Assessing Students with Special Needs (6th ed.).
Upper Saddle River, NJ: Merrill/Prentice Hall.
Ministry of Education andTraining. (1991). English Profiles Handbook: Assessing and Reporting
Students’ Progress in English. Melbourne, Victoria, Australia: Ministry of Education and
Training.
Nitko, A. J., and Brookhart, S. M. (2007). Educational Assessment of Students (5th ed.). Upper
Saddle River, NJ: Merrill/Prentice Hall.
Taylor, A. (2004). Assessment, recording and repor ting. In S. Capel, R. Heilbronn, M. Leask,
and T. Turner (eds.), Starting to Teach in the Secondary School: A Companion for the
Newly Qualified Teacher (2nd ed., pp. 107–16). London: RoutledgeFalmer.
Ysseldyke, J., Nelson, J. R. (2002). Reporting results of student performance on lar ge-scale
assessments. In G. Tindal and T. M. Haladyna (eds.), Large-scale Assessment Programs
for all Students: Validity, Technical Adequacy, and Implementation (pp. 467–180). Mahwah,
NJ: Lawrence Erlbaum Associates.
Useful Websites
East Riding of Yorkshire Council. Retrie ved 24 January 2008, from http://www .eriding.net/
assessment/annual_report_writing.shtml.
Ray’s Educational Softw are. Retrieved 24 January 2008, from http://www .rayslearning.com/
comment.htm.
Shambles ne wsletter. Retr ieved 24 January 2008, from http://www .shambles.net/pages/staff/
ARandR/reportbank.
Teachernet. Retrie ved 24 January 2008, fr om http://www.teachernet.gov.uk/casestudies/
SubCatHome.cfm?id=42&sid=22.

Berry - Chapters 7-9

Uploaded by

Copyright:

Available Formats

Berry - Chapters 7-9

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Berry - Chapters 7-9

Uploaded by

Copyright:

Available Formats

A-PDF Manual Split Demo. Purchase from www.A-PDF.

com to remove the wa

By the end of this chapter, you should be able to:

Grading, as the concept implies, it is the aggregating of evidence of learning from

Table 7.1 Excerpt 1: Motivational feedback in a classroom (verbal feedback)

Acknowledging T: I want someone to read the new words on the blackboard

Table 7.2 Excerpt 2: Learning feedback in a classroom (verbal feedback)

Figure 7.1 Mixed use of different kinds of feedback:

Guiding principles for giving quality feedback

Issues of fairness and moderation

To ensure consistenc y of grading across classes, teachers can use moderation

Rethinking Marking and Grading

Suggested Tutorial Activities

Berry, R. (2005). Functional Significance of Feedback Learning. P aper presented at the

Chickering, A. W., and Gameson, Z. F . (1987). Seven Principles to Good Practice in

By the end of this chapter, you should be able to:

Recording is a mechanism which assists the teacher in remembering significant events

Methods Commonly Used for Recording Learning Outcomes

A checklist is a written list of performance criteria. It is diagnostic, reusable and capable

ABC School Elementary Science Class

Name: Group: Date:

Background ❏ cited all resources used correctly

Figure 8.1 An example of a checklist

An inventory is a more formal record of observation. It records a student’s behaviour

Language Skills Performance Comments/Suggestions

Figure 8.2 An example of an inventory

(Figure 8.2 continued)

Numeric Rating Scale Example

Graphic Rating Scale Example

Not Minimally Reasonably Very

Descriptive Rating Scale

No apparent Organization is mixed; Good organization

Figure 8.3 Rating scales examples

extended written appraisal of an assignment, a performance, or whatever might be the

Pupil: Christina Ng Date: 28 Jan. 2007

Figure 8.4a An example of an anecdotal record: Single incident

Figure 8.4b An example of an anecdotal record: Developmental

This kind of portfolio is a systematic record of the history of a student’s development.

Children’s growth and development is a continuous process.At different stages,

Records of achievement (ROA) share some similarities with record-keeping portfolios.

provided by a list of examination results, thus helping potential users of the

Sunshine Secondary School

3. Attendance and Punctuality Rate

5. Individual Action Plan

This record was prepared in consultation

Figure 8.5 An example of student’s self-completed ROA for student-teacher conference

Computer-assisted record keeping

Principles for Selecting Recording Methods

Grade and Marks conversation Table

Grade Global Grade Percentage Description

A Excellent 16–20 Excellent clarity of overall structure. Well-

Figure 8.7 An example of grade percentile conversion which is

Grade/Level Grade Descriptors

Figure 8.8 An example of holistic rubrics for assessing a project

Oral presentation descriptors (For senior secondary ESL students)

Figure 8.9 An example of analytic and holistic rubrics

Suggested Tutorial Activities

1. Individual work, followed by discussion in different interest groups:

Kent County Council. Retrie ved 24 January 2008, fr om http://www.kented.org.uk/ngfl/ict/