Report cards, sometimes called progress reports, provide written records of student performance on curriculum outcomes over a period of time. The School Act states that one of the roles of teachers is to “regularly evaluate students and periodically report the results of the evaluation to the students, the students’ parents and the board” (2000 cS-3 s18(e)). The Guide to Education (2013) states that “The assessment of student progress in relation to outcomes outlined in the programs of study is important…” and “…required for reporting student progress clearly to students and parents.” These two documents provide the legal basis for reporting student performance to both students and parents.

An effective report card is a document that can be easily understood by those for whom it is intended – parents and students. The report card should provide straightforward information about what a student knows and can demonstrate relative to the graded curriculum and what the student needs to do next. Educators have a responsibility to ensure that the judgements reported are an accurate and current reflection of student learning. Elements not related to the curriculum or not reflective of the student’s typical performance must be factored out. The report card should acknowledge actions that need to be taken by partners in learning – student, parents, and teachers.

The following definitions are consistent with those used by Alberta Education and endorsed by the Alberta Assessment Consortium.

achievement: a student’s demonstration of knowledge, skills and attitudes relative to grade level learner outcomes

assessment: process of collecting information on student achievement and performance that includes a variety of assessment tasks designed to monitor and improve student learning

assessment for learning: assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learner outcomes (also called diagnostic and formative assessment; refers to information not used for grading purposes)

assessment of learning: assessment experiences designed to collect information about learning to make judgements about student performance and achievement at the end of a period of instruction to be shared with those outside classrooms
(also called summative assessment; refers to performance data compiled as a grade)

evaluation: making decisions about the quality, value or worth of a response for the purpose of providing descriptive feedback (formative) and marks (summative)

learner outcomes: what we expect students to learn; the provincially mandated knowledge, skills and attitudes we expect students to demonstrate as a result of schooling

mark: a letter, number or comment as a statement of student performance

performance: how well a student demonstrates grade level learner outcomes

performance assessment: a meaningful, real-life task that enables students to demonstrate what they know and can do in situations like those they will encounter outside the classroom as well as in situations that simulate how people do their work

NOTE: The term ‘progress report’ is sometimes used interchangeably with report card.

In this section, educators share their journey in designing and implementing a new report card. It highlights key considerations, challenges, and collaborative processes involved in developing a meaningful and effective reporting system. 

Videos and Discussion Guide Topics

1. Selecting the Outcomes to be Included in Outcomes-Based Reporting
2. Implementing a New Reporting System
3. Making Decisions about Student Performance Categories
4. Deriving Input from Parents, Students and Educators

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In this section, educators argue that assessment should be based solely on evidence of student learning aligned with curriculum outcomes, excluding factors such as behaviour or lateness that can distort results. They emphasize the need for multiple sources of evidence and the use of professional judgment to ensure valid, reliable, and meaningful evaluations of student performance.

Video and Discussion Guide Topics:

• Supporting Collaboration among Teachers
• Assessing Student Performance in Relation to Curriculum Outcomes
• Gathering Evidence on the Full Range of Curriculum Outcomes
• Gathering and Recording Evidence of Student Learning
• Working Together to Determine What Acceptable Work Looks Like

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In this section, educators share that communication about student learning extends beyond report cards and should include ongoing, meaningful dialogue through various methods. They emphasize building partnerships with families, ensuring transparency with no surprises, and using multiple forms of communication to support understanding of student progress and next steps. 

Video and Discussion Guide Topics

• Helping Parents Understand the Relationship between Assessment for Learning and Assessment of Learning
• Helping Parents Understand the Language Used to Communicate Learning
• Ensuring that Parents Receive Ongoing Information
• Timing of Formal Communication

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Please follow this link for resources and videos supporting making report cards parent friendly