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ANALYSIS considerations & analysis of existing report card template The increase in the number of attributes being evaluated and feedback being provided across various verticals in scholastic and co-scholastic areas, makes it difficult to comprehend the report card for parents. At this stage, the need to restructure the manner in which complex information is presented was identified. This would make it easy to understand, and further guide the parents in making sense of the progress their child

is making at school, so that eventually, assessment can aid the learning process in its true sense. Other considerations were to seek ways to reduce the burden on teachers while filling the report card, and make sure that the report card is easily accessible without barriers of printing and web technology.

front Space for the student’s photograph can be incorporated.

An alternative to calling *this* a Report Book / Report Card, perhaps? Some schools call it an Achievement Record. Something more positive and forward-looking would help in setting the right tone.

Uneven spacing and hierarchy of information. Board registration number is only applicable for students in class 10. Parent details and residential details can be together.

Health Status is usually checked by the Physical Education teacher or the school doctor. It might be a better idea to club this section with the Physical / Health Education section later in the report card. Also, since height, weight and blood group are 3-5 characters long. They need not take as much space. Perhaps, this space could be utilized to make the student reflect upon the term’s progress / write about his/her aspirations and goals or any resolve.


The current division of the report card into different parts (scholastic, co-scholastic areas, co-scholastic activities) is confusing and unclear. The grading system for each is different, both in terms of representation as well as value in terms of grade points. Using alphabets as section signifiers gets even more confusing since the grades are also signified by alphabets.

Each of these indicators might need a grade for itself. Clubbing them all together leaves a lot of room for biases and inaccurate interpretation of grading.

Formative Assessment (FA) and Summative Assessment (SA)—carry different weightages for arriving at the overall grade but this is not explicitly clear here.

Basis of grading for these skills is unclear. Only justification can be provided with appropriate descriptive indicators carefully written by the class teacher.

Activities specific to the student can be shown.

The Report Card Project / 03

Proposal for CBSE Report Cards  

mentored academic project at NID. Student: Akshan Ish, PG Graphic Design under my guidance

Proposal for CBSE Report Cards  

mentored academic project at NID. Student: Akshan Ish, PG Graphic Design under my guidance