Reporting: What do parents want ?

As a parent, school reports should tell me:

1. How well my child is performing against national averages (not "standards" as they are currently so low !)
2. How well my child is performing against school and class averages (so I know what sort of acheivement level is typical of the class and school. This is one consideration in deciding whether the class and/or the school is the right one for my childs progress)
3. My child's "character" i.e. behaviour, persistence, creativity, honestly... not just whether he is a nuisiance or not !
4. The areas that I can work on at home - specific suggestions.

The passionate tenor of the debate on reporting reveals its power to influence curriculum development, school organisation and parent choices. The Age editorial "Plain English reports: Yes Rankings: No" is as one-eyed as Dr. Nelson. In my 25 years of teaching, parents have repeatedly asked one question during their child's education: "How is he/she going?". The meaning of this "plain English" emerges during discussion, as multiple questions merged into one. "How is he going (compared to last time) ?". This is the "developmental" progress that is especially emphasised in primary school. "How is he going (for his age) ?". This is the "criterion referenced" progress that is usually answered by reassuring parents that the textbooks and course materials embody a high standard. Recently, parents have also been given information from large scale testing programs. Unfortunately, their quality and reliability will continue to be in doubt while their grading and evaluation are done in secret. "How is he going (compared to the others)?". This "normative assessment" is the question which generates so much more tension than the others. In my experience, Australian parents are more often fearful of the answer and embarrassed by their desire to have a child better than the others. Nevertheless, they want the answer and Dr. Nelson wants to give it to them in plain English and in relation to their classmates. The Victorian Government, on the other hand wants to blur both the bouquet and the brickbat. Only one academic grade for most subjects. A grade scale that only moves when you get more than 6 months ahead or behind. A grade scaled across the whole state. A "normative" grade standard set by the government so that the number of B's and A's can be adjusted for maximum parent satisfaction.
Come on, children. Lets not sit in our corners and call each other names ! Over a century of Compulsory Victorian State Education. Can't you agree on a way to honestly tell parents "how he is going" in plain English ?