Towards the end of the Lower School years, Waldorf reports usually change format. Whereas those of the first years describe disposition, temperament, attitude, talents and challenges, Middle School reports focus more on charting specific achievements. After all, the individual situation is well known by now and has been described in detail.
My experience as a Waldorf student and class teacher made me regard a change in format as essential. If and how this is done depends on the school and varies widely.
For example, some schools drop the child’s verse after Class 5; others retain it to Class 8. And even within a school, teachers usually have a certain amount of freedom in choosing the form their report takes.
New Requirements
As the pupils get older, they (and their parents) feel the need to know more precisely how Waldorf assessments compare to the scores applied in “the real world”.
Young teenagers may clamour for standard grades. Parents with an eye on career possibilities wish to know how their child’s achievements compare, and those who are changing school want a report that approaches the norm.
If Waldorf reports are given a new format by Class 6 or 7, these needs can easily be met.
An Evaluation Chart
At the start of Class 6, I created a chart for each pupil to list outcomes block by block. At the end of the year, these compilations helped with the writing of descriptive reports (see Part 2) and saved much time:
A copy of this factual record of the year’s progress was added to my descriptive report.
The following year, I showed my Class 7 how their test scores, given as percentages, correspond to the British letter grades. Naturally I then added these grades to their report chart, satisfying the demand for “real world” assessment:
Learning Outcomes
Waldorf classes, being mixed learning groups of varying abilities, produce a wide range of learning outcomes. The teacher’s careful assessments inform decisions to be taken regarding further work on the individual level and for the group as a whole.
The class chart’s lowest scores reflect the valiant struggle of those with learning difficulties. Their outcomes are not compared to the high achievers but to their own previous efforts.
Should someone from a higher tier suddenly get a low score that is not explained by a long absence, it throws up questions that need to be investigated. More often than not such lapses are due to some upheaval in the home, and this needs to be taken into account.
Taking Ownership
With the beginning of teenage, it is often seen that previously enthusiastic learners withdraw their attention from lessons.
Going to school increasingly means socializing, hanging out with friends, and the teachers’ demands are seen as an unwelcome intrusion.
This is the time to remind the class that it is a teacher’s job to lead them to the well of learning, but they themselves have to drink from its waters.
Two things can help to address this: A self-assessment form attached to each Main Lesson Review (see Part 2) and an additional report chart that gives an overview of the year’s scores:
Compiling such evidence means extra work for the teacher, but its effect on young minds (and their parents) usually makes it worthwhile.
In summary: Waldorf reports for the Middle School are most effective when they supplement the familiar descriptive part with a factual overview of the year’s efforts and outcomes.
