Making Report Cards Parent Friendly

• Communication between home and school becomes clearer. Instead of saying a student is “doing well” or “struggling,” families see what proficient work looks like. Using exemplars and their understanding of quality descriptors, they can compare quality, identify missing elements, and understand growth in concrete terms.
• When parents know the criteria, they support at-home practice aligned with classroom expectations. Support shifts from helping with homework to reinforcing quality in communicating, problem-solving, and understanding.
• More conversations about student growth occur. Parents feel more confident in asking, “What does the next level look like?” How does my child’s work compare to exemplars? What evidence shows improvement? What feedback matters most now?

Performance standards and exemplars show that grades are based on evidence of learning and criteria. Grades reflect achievement, not behaviour, effort, or comparison. This transparency builds trust in the assessment.

Providing a Meaningful Summary of What Students Know and Can Do

Collecting Consistent Evidence about Student Behaviour

• Teachers often feel the need to report on additional aspects of student learning, including work habits, responsibility, and behaviour. Because judgements in these areas can be more subjective, it is important to carefully consider the most appropriate and effective ways to communicate this information to parents and caregivers.
• To ensure fairness and consistency, teachers need clear processes and reliable mechanisms for collecting information about student behaviour. Students should understand how behavioural information is gathered, the expectations for appropriate conduct, and the potential consequences of inappropriate behaviour. Judgements should always be supported by concrete evidence and documented observations.
• Teachers must also remain mindful that report cards are legal documents that may have a long-lasting impact on students. For this reason, schools may wish to consider whether sensitive behavioural concerns are better addressed through face-to-face conversations with parents rather than written report card comments.