Why is it that, in this day and age of instant communication, most schools and parents still expect the kind of report card suited to another era?
Why do reports traditionally go out twice a year, when there are endless ways teachers and learners can, and do, communicate their learning throughout the year?
Why do teachers spend great chunks of time reporting in a summative way on a final report, when formative assessment, goals and ‘feed forward’ during the year are so much more valuable?
Why don’t teachers, parents and learners share the learning via online portfolios, easily accessible throughout the year, demonstrating process, progress and final product, with facility for reflection by students, feedback by parents and ‘feedforward’ by teachers?
Why don’t learners communicate their learning more with parents and the wider world through the many possible channels available online?
Why do governments and administrators continue to dictate not just the existence of report cards, but often the format and parameters they should fit?
What if the hours teachers spend writing and proofreading reports were instead allocated to professional learning and collaborative planning that enhanced future learning?
WHY has so little changed in the four years since I last wrote those questions?