Thesis (Ph. D.)--University of Pennsylvania, 1943. / Reproduced from type-written copy. "Errata" leaf inserted. Bibliography: p. 233-237.

This study investigates the reporting and grading, as well as the meaning of letter grades, of students in Science 9 from the perspectives of teachers, students, and parents in five schools from two British Columbia school districts, one urban and one rural. To that end, four research questions guided the data collection and analyses: (1) What reporting methods do teachers use to communicate information about student learning in Science 9 to students and parents, and what are teachers', students', and parents' opinions of those reporting methods? (2) What grading components do teachers incorporate into Science 9 letter grades, and what grading components do students and parents believe teachers incorporate into Science 9 letter grades? (3) What meanings do teachers, students, and parents attribute to Science 9 letter grades? and (4) What are students' and parents' perceptions about some possible effects of student progress reports in Science 9? A mixed-methodology design was employed to collect the data. Quantitative data, collected via self-administered written questionnaires from the five Science 9 teachers, 43 students, and 21 parents who volunteered to participate in the study, were used to identify participants' practices and perceptions about grading and reporting. Qualitative data, collected via individual, audio-taped interviews conducted with a subset of the people who completed questionnaires (all five teachers, 16 students, and seven parents), were used to verify, clarify, and expand the questionnaire data. Observational notes and collected documents (e.g., report card forms) also served as data sources. The results of this study show that most of the participants in the study were generally satisfied with most aspects of the reporting of student progress in Science 9. However, individual teachers consider different kinds of assessment information when they assign Science 9 letter grades, teachers are not always clear and consistent about what they intend letter grades to mean, and students' and parents' beliefs about the grading components and meanings of Science 9 letter grades vary widely. The results pf this study also indicate that the information communicated by a letter grade is not always clear and consistent. That the meaning of a letter grade is not always clear has implications for the ways in which letter grades are used by students and parents. The results of this study indicate that some students' attitudes, behaviours, and decisions could be affected by the grades they receive in Science 9. However, in order for students' attitudes, behaviours, and decisions to be appropriate, their interpretations of the meanings of letter grades must be appropriate. Given the multiple meanings attributed to a Science 9 letter grade, it is likely that peoples' inferences and actions based on a letter grade will not always be appropriate. This study raises a number of issues. Two classes of issues are discussed: those arising from the research findings, and those arising from the methodology of the study. An example of an issue arising from the research findings is that the process of assigning letter grades is problematic. An example of an issue arising from the methodology is that participants do not always interpret questionnaire items in the way they are intended. This study contributes to our understanding of teachers' grading practices with respect to the assignment of Science 9 letter grades, and it provides information about students' and parents' understandings of those grading practices. The study also provides insight into teachers', students', and parents' understandings of the meaning of letter grades. In addition, the results of this study help us understand some possible consequences of reports of student progress from the perspectives of students and parents. Another contribution is a direct result of the methodology of the study — by interviewing a subset of the questionnaire respondents after they had completed the questionnaires, it was possible to learn more about how different people interpreted the questionnaire items; that is, it was possible to explore the internal validity of the study. As a result, this study offers evidence about the value of employing more than one data collection method when conducting research. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

The problem involved in this study is to determine a satisfactory way in which public schools can adequately revise their scientific evaluation system in order to develop a more effective method of marking and reporting of pupil progress to parents.

The purpose of this study is to determine an adequate and justifiable report to the parents regarding the progress of students in the public schools of the Colbert community, Colbert, Oklahoma.

No description available.

While much has been done in California to provide adequate facilities and programs to educate and train the child who is mentally retarded, very little has been done to assure adequate reporting of the child's progress: in the program. This assumption has been reinforced through discussion of this problem with many persons who are active in programs for the mentally retarded in California. It must be further assumed that an adequate method of evaluating and reporting pupil progress should be an inherent part of any purposeful educational program. The problem was to determine what methods should be used to report pupil progress of children in classes for the mentally retarded in the San Pablo School District.

The purpose of this study was to develop a field-tested prior notice/due process form that would be comprehensible by parents. An ancillary purpose was to determine the comprehensibility of a prior notice form that is currently used in southwest Virginia school divisions. A research and development model was employed to develop the field-tested form. A form and an application test were written in the predesign and design stage. In the initial review stage, a panel of experts reviewed the test and revised the form, and parents read the form and took the application test. Based on expert comments and an analysis of parent responses, revisions were made to the test and form. Another form and test revision was made following a main field test of parents. The final cycle of the. study was an operational field test of 65 parents in 11 school divisions in southwest Virginia. In a secondary mail survey, 80 special education administrators indicated their preference for the two forms on various dimensions. Data from the operational field test were used to test the hypotheses. Item analyses, using both standard and educational discrimination indices, were conducted to suggest areas for improvement on the revised form. It was concluded from the findings of the study that: (1) the hypothesis that a significant difference would exist in comprehension between parents reading the revised form and those reading the standard form was not supported; (2) on the application test, parents can obtain an acceptable mean score of 80% by reading either form; (3) specific problem areas on the form still exist, and should be corrected; (4) special education administrators prefer the revised form for use with parents; and (5) the use of jargon and complex terms seem to particularly discriminate parents of lower educational levels. Recommendations were made for form development and form use. / Ed. D.

The problem of this study is to make a critical investigation and a thorough analysis of different methods that have been used to report pupil progress in the elementary school of Henrietta, Texas, and other elementary schools. Also, some significant changes underlying the concepts of educational achievements are to be shown and basic principles presented to develop a desirable method and procedure in establishing a more effective and functional marking and reporting program for the fourth grades in Henrietta, Texas.

The problem of this study is to evaluate the methods of reporting pupil progress in the primary grades of Texas schools comparable in size to that of Wichita Falls, Texas, and to set up criteria from which could be developed a more desirable reporting system for the primary grades. The main purpose is to establish a more adequate program for parent-teacher-pupil relationship and understanding through a philosophy based on the development of the whole child.