The Importance Of Reporting Of School Performance

Reporting of school results is intended to provide a means of monitoring progress in school performance and increase the accountability of principals and teachers for school performance. Through better monitoring of performance at the student, school and system level, educational outcomes can be lifted across all schools (MCEETYA 2009). Through better monitoring of performance at the student and school level, educational outcomes can be lifted across all schools and all sectors (Gillard 2009a). Results of the students are reported through grading. Grading improves students’ learning by clarifying instructional objectives to them, showing students’ strengths and weaknesses, providing information on personal and social

But it should be mentioned on the report card so that the parents or the community can comprehend it easily. The marking or grading the result is to offer feedback on achieve. Comparison which is done with other learners is called norm-referenced tests, these are the tests in which criterion is not pre-decided and so the grades are given accordingly. This is regardless of the absolute level of performance. In these tests a student can get A grade if he also misses 50% of test items, as other students misses more than 50% of a test. Therefore his marks is compared to the other students’ marks. This type of grading simplifies marking decisions. There is no need of the cutoff point. This type of standardized tests are used to measure how well an individual does relative to other people who have taken the test. An obvious disadvantage of norm-referenced tests is that it cannot measure progress of the population of a whole, only where individuals fall within the whole. Thus, only measuring against a fixed goal can be used to measure the success of an educational reform program which seeks to raise the achievement of all students against new standards which seek to assess skills beyond choosing among multiple choices. In such approach distribution could written

The pupil has mastered the objectives in the subject area, shows initiative, applies knowledge gained to new situations, and accepts responsibility for learning.

B = Above Average (High) Achievement. The pupil has mastered most of the objectives in the subject area, is above average in initiative, application of knowledge, and accepting responsibility for learning.

C = Satisfactory Achievement. The pupil has mastered the basic objectives in the subject area and with direction and stimulation by the teacher is progressing in initiative, application of knowledge and accepting responsibility for learning.

D = Below Average (Needs Improvement in) Achievement. The pupil has mastered few of the basic objectives in the subject