Teachers’ Perceptions of the Effects of Report Cards on Children in Art and Handicraft Classes:

Based on a Questionnaire Survey with In-service Elementary School Teachers

Abstract

This article draws on the results of a questionnaire survey to consider teachers’ views on the positive and negative effects of report cards on children. Furthermore, the possibility of delivering evaluation in the form of a written statement for the Art and Handicraft subject was surveyed and considered. Results indicated that while teachers regarded three-grade evaluations and ratings as “clear and easily conveyed,” they considered report cards to have more negative effects, including “difficulty in understanding what is being evaluated” and being “caught up in symbols and numbers.” In addition, when a system of evaluation comprising written statements was assumed, although teachers envisaged more positive effects, such as the method being “concrete and easy to understand,” few agreed that such a system should be implemented, as doing so would increase teachers’ burden.