While report cards are one way that teachers report to parents, they cannot provide all the information that parents need about students’ ongoing learning. Teachers communicate information about students to parents in a number of other ways as well – conferences, telephone conversations, agenda books, and e-mail. These alternate forms of communication can provide additional rich information, and also allow for dialogue.

Report cards provide a legal written record that summarizes information that should have already been shared in other ways. There should be no surprises on the report card for either the parent or the student.

It should be noted that the School Act does not define the number of formal reporting periods required. Decisions as to what constitutes regular evaluation and periodic reporting are left to the discretion of the jurisdiction.

Helping Parents Understand the Relationship between Assessment for Learning and Assessment of Learning

For most parents, the concept of assessment for learning is not well understood. Parents may not have experienced these strategies as students themselves. As such, they may require support to understand the principles and practices associated with assessment for learning such as second chances, peer feedback, self-reflection, and so forth. It is critical to work with parents to enhance their understanding of why these research-based practices support enhanced student learning.