Date of Award

5-1957

Degree Type

Master's Essay - Restricted

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

L.J. Lins

Abstract

Recently the Milwaukee Public Schools introduced and adopted a new report card for their intermediate grades (grades four through eight).

While t he new card seems to be a great improvement and a big step forward in the field of reporting pupils' progress to their parents, it is the opinion of the author that there is still a question as to whether it meets adequately all the principles that a report card should. Frequently, after receiving their report cards children have been heard to ask, "Did I pass? "; "Why did I get this check? "; or "What should I do to get rid of this check?" The type of inquiries made by the children raises the question as to whether their report cards are fulfilling the principle of student comprehension. The inclusion of such a principle when formulating a child's report card would seem imperative if the card is to provide the self-understanding necessary for a child to have in order to assist him in making use of his social and intellectual abilities.

The concern of this study will be to investigate the degree of comprehension that the fifth graders at Siefert School, Milwaukee , Wisconsin, have for the marks on their report cards.

Comments

A Research Paper Submitted to the Faculty of the Graduate School of Marquette University in Partial Fulfillment of the Requirements for the Degree of Master of Education, Milwaukee, Wisconsin

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