WRITING LANGUAGE ARTS REPORT CARDS - 11 TEACHERS CONFLICTS OF KNOWINGAND COMMUNICATING

This study investigated the writing of language arts report cards. 11 elementary teachers from 3 districts volunteered to compose report car ds while thinking aloud. The teachers worked in districts that exerted varying degrees of control over teachers' choice of language arts ins tructional materials and assessment. Analysis of the 75 report card pr otocols indicated that teachers wrote report cards for specific purpos es (e.g., to inform, to motivate, to change behavior, to demonstrate a ccountability) and audiences (e.g., students, parents, teachers, admin istrators), and consideration of the audience and purpose influenced t he information that teachers included. While writing report cards, tea chers faced conflicts that revolved around the issues of how best to e valuate literacy, the ability of the report card to adequately accommo date teachers' knowledge of students, and the congruence between instr uctional goals and the content and form of reporting required by the r eport card.