Originally published in TEACH Magazine, September/October 2015 Issue
By Meagan Gillmore
The debate about report cards isn’t limited to contract negotiations. It represents perennial debates in education: what learning means, and how it can be evaluated.
Barbara Dowling still remembers, clearly, the dinnertime conversations she and her brother would have with their parents about their report cards. They were typical students: he needed to pay attention more, she, a shy student, needed to participate. Regardless of how report cards made her feel then, she recalls those discussions fondly now.
Meagan Gillmore is a freelance writer in Toronto, ON.
