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Reporting of student achievement has a number of purposes for a range of audiences, and it may take a variety of forms. The form of a report must relate to its intended purpose and audience. It is also important to note that values and attitudes are an integral part of learning. Assessment and reporting of them, however, should be distinct from the assessment and reporting of knowledge, understanding and skills.
Keeping records of assessment activities in a methodical way will provide a direct link to reporting. Record-keeping procedures could include:
anecdotal records
marks and grades
running records
comments and descriptions
time sampling
tracking sheets
checklists
portfolios
rating scales
student profiles.
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