| Show THE filE REPORT CARD OF OP CEDAR CITY SCHOOLS By L. L C. C Mlles Miles Principal Note This Is the first of a series of or articles by Mr Miles MUes prepared for fot forthe better acquainting the e o the purpose of better acquainting the parents with the activities and policies of or the school and to enable them to cooperate more fully tully with the school and teachers for tor the benefit of the tad child I The history of the report card dates back to the beginning of the school In one form or another Although Although Although Al Al- though the forms have been quite variable the purpose and content have bave remained practically the same which has been to give the th parents a are re report report re- re port of the activity part of the pro- pro with ith their attendance record There was as also a very definite blank somewhere somewhere some some- where on the card which gave the de deportment deportment deportment de- de standing of the child ThU ThUIn In a conglomerate form torm was the re report report report re- re port of the part of the program program program pro pro- gram whether good or bad If the child showed shoved signs of activity In moving moving moving ing around among his classmates and occasionally talking or whatnot his department would probably be marked mark mark- ed D or even E E. E the the- latter meaning failure If Ir he be was passive sitting In his its seat I I In the proper proper manner an and taking no notice of his friends and in some cases cases the teachers teacher's pet he be was sure to get an A which meant he be was v.-as among the elect For many years the case of the re report report re- re i port card has bas been a list of subjects such as Reading Language History Arithmetic etc with a mark for each subject each term throughout the school year These marks have bave us usuallY usually usually us- us been on the A ABC B c D E method A A 90 90 to B B 80 80 to 90 90 C C 70 70 to 80 D D 60 to 70 70 and E below 60 which indicated In Indicated indicated in- in failure as well as discouragement discouragement discouragement discourage discourage- ment and embarrassment if 11 not dis dis- dis grace There are of 01 course some advantages advantages to this card and it has bas served pretty well w U for tor many years It was quite definite and easy to understand from the parents parent's as well as the students student's students student's students student's stu stu- dents dent's Point of view There are too too- many disadvantages and some of ot them pretty them pretty serious For example who Iwho knows whether one child should have been marked 89 get getting ting a rating of B or 90 getting an A rating It wouldn't be so unfair If the same teacher marked all the students because it has been shown by several of our leading educators that different teachers mark the same paper or student differently An ex examination examination examination ex- ex paper on arithmetic one of the most objective subjects given was marked by a dozen different teachers and a dozen different marks were handed banded in They marked all the way from A to E on the same paper Of course our new type objective tests have bave harmonized the marks a great deal but the same degree of sub sub- still exists in many forms Another serious objection is the fact that some children cannot do de the work Ork that other children can even if II they worked much longer and harder and yet they were ere marked on the same measuring stick This is not only unfair unfair un un- fair but discouraging as well to the slower slover student We have bave been more concerned with subjects than with Individuals After all it Is not the subject that counts it is the end products or outcomes that we v.-e are principally concerned with and if the child Is developing abilities and skills in conjunction with good habits babits I of 01 self management or character beIs be he heis beis is succeeding well These of course should be to the best of HIS capacity and not to his bis classmates much of their general progress is In common they are fundamentally diat dif cUt at different rates rate and faster slower or-slower ferent terent Individuals and will progress 2 to In different different- abilities skills skills- or err b habits bits The marks mark and subjects have been disintegrated C rUb each baring aT a very special mark mark for for th the one De onesi a tub tub- b 1 tearing bearing no l particular eau to the other otter subjects subject For arte exe a- a rte rte- e- e ha baa been marked muted by tie the attI teacher ette Linguine Language P althe the ie and d regard i i r tb Of spoke poke b tm to arith m cla d clan 1 Tie e I 1 t a rood good mark because th that t re fail i d tt ta other thel word we weha hail ha c beers been stressing the the subject during dur dur- to ing a particular pen period C and then whoa when Tie Uli u a d child 14 KM has h had ct be heed d for espies espies- don aoa In tied aware other d or or subject It hat matt mattered i so co much i how be he did cUd it U. This would also apply to In the borne Acme when here nW many T of these habits are In Inn tinted ted sad and developed I In In the next nm issue I will explain the thew new w report car cud card that is being used to in the Cedar City Olty Junior High this year and am try q show how how ow 1 it I eoven covens soon one of the above mentioned point M |
