Student's Descriptive Report or Descriptive Opinion

Check out tips for making Descriptive Opinion of the student (Descriptive Report) and also models to serve as a base when creating your own.

“Why is it important to register? Is the act of knowing permanent? So it is implicit knowledge as a social act and that this educator made history. There is no subject of knowledge without the appropriation of history. It is the record that historicizes the process for the achievement of the historic product. It also enables the appropriation and socialization of memory, as the history of this process.” (Nun, M. 1989, p.5).

Also check:

• Modindividual reporting link for early childhood education
• Moinlo of Final Class Evaluation Report

Descriptive Report - Initial Tips

• Every student is unique and different. Equal opinions presuppose equal students;
•  The descriptive opinion should complement what was recorded on the skills page. So don't transcribe them;
• We need to have an inter and transdisciplinary look. Therefore, it is worth covering all fields of knowledge that somehow stand out in the student. But be sure to register especially the Portuguese Language and Mathematics;
• Remember that the descriptive report is a document that will be used in the preparation of the student's academic record. Therefore, beware of derogatory expressions, judgments or ambiguities;
• Mainly for Cycle I learning students, record the writing level.

Descriptive Report - Major Challenges

What are the biggest challenges when doing the (Descriptive Report or Descriptive Opinion) ?

• Pay attention to all students and each student;
• Gather as much information as possible about the student, both in the individual context and in their relationships with the environment;
• Consider the assessment instruments;
• Prioritize productions;
• Explain the student's development, considering social, cognitive and psychomotor aspects;
• Prioritize cognitive and behavioral aspects;
• Link the opinion to the pedagogical proposal, study plans and work plans;
• Indicate strategies to overcome difficulties;
• Point out participation, interaction, collaboration;
• Deeply reflect on educational action;
• To get rid of socio-affective and emotional conceptions without dehumanizing oneself.

“Writing – speech representation, re-presents what our pedagogical consciousness triggers”. (Nun, M. 1989, p.5).

Descriptive Report - Points of Attention

Check out the points that we should pay attention to:

• Assessment records require teacher exercise:
• to pay attention to the students' manifestations (oral and written);
• to describe and theoretically reflect on such manifestations;
• to go for actions or referrals instead of remaining in the findings.

WHAT SHOULD WE NOT DO AT THE TIME OF THE DESCRIPTIVE REPORT?

• List only a few skills randomly without a connection;
• Emphasize only the skills that the student has not yet acquired, often appearing that the “problem” is irreversible.

EX. “the student does not know”, “does not know”, “does not perform”, etc...

SUGGESTION: Replace with “not yet known” or “needs to develop” or “will need to work”

WHAT TO DO?

• Address COGNITIVE questions that reveal the observation or understanding of the student in their developmental stages;
• Analyze the student's possibilities to develop, to go beyond that skill not yet acquired;
• Describe each child's own development highlighting their advances and achievements;
• Expose the needs and interventions to be made during the teaching-learning process.

WHAT DO WE NEED TO KNOW?

• What skills and knowledge were worked on with the student?
• What advances has it been showing in these areas?
• Does it present any area to be better developed?
• What suggestions do you offer in this regard?
• Activity? Games? Readings? What work have you been doing with students?
• How does the student refer to their development during this period?

WRITING THE DESCRIPTIVE OPINION

• Take recipients into account;
• Use careful, clear, simple, precise and appropriate language for the public;
• Consider the official character of the document;
• Observe spelling, agreement and formatting;
• Name the views;
• Avoid diminutive words;
• Use verbs and expressions that indicate process; Use careful, clear, simple, precise and appropriate language for the public;
• Consider the official character of the document;
• Observe spelling, agreement and formatting;
• Avoid diminutive words;
• Use verbs and expressions that indicate process;
• Avoid contradictions
• Avoid comparisons;
• Avoid contradictions
• Avoid comparisons;
• Be consistent;

See also: Suggestions for the student's report or descriptive opinion

HOW TO START AN OPINION OR DESCRIPTIVE REPORT

• “Notice the progress of… during this quarter in…”
• “Based on the goals worked on in the quarter, it was possible to observe that the student…”
• "Observing the student's performance..., it was found that this quarter..."
• "Based on the evaluations carried out, it was possible to verify that the student... identifies..."

WRITING ABOUT COGNITIVE DEVELOPMENT

• "Demonstrates a great/good performance in the acquisition of reading and writing."
• “Reads different texts fluently, making connections with reality.”
• "Read and interpret texts worked on in class without major difficulties."
• "Write, order and expand sentences, forming coherent and logical texts."

WRITING ABOUT PARTICIPATION/SOCIAL CONFERENCE

• “Shows respect for colleagues and teachers”;
• “It collaborates in collective activities, acting in groups”;
• “Accepts suggestions from the teacher and colleagues”;
• “It contributes to the integration and growth of the group”.

Let's Reflect…

“Opinion is, above all, the image of a job. When we report a process actually lived, we will naturally find representations that give it real meaning”. (Jussara Hoffmann, 1998.)

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Descriptive Report or Descriptive Opinion - Template

See more:

• MModel of Final Class Assessment Report
• Model of individual report for early childhood education
• Final Class Report Template

socio-emotional aspect

He showed a happy, helpful and affectionate child, but during the quarter he presented insecurity to his new class (resistance to obey the rules established for the development of activities in the learning environments of the school ) being necessary for the teachers and the supervisor to intervene for the same. accept.

During individual and group activities, the child only performed the activities and participated through the intervention of the teacher.

She showed a good relationship with colleagues and teachers.

The child shows good hygiene habits and uses expressions of courtesy.

She is punctual in her homework, but in some situations she has not completed her homework on time, and it is necessary to stay after hours to copy or complete her homework at home. At times, he lacked more responsibilities with personal objects and focused on explaining activities.

psychomotor aspects

It presents body balance, safely and agilely following the movements suggested in the games. Actively participates in the proposed games.

It can correctly cut the requested contour. Has a good fine motor coordination when tracing the letters.

Cognitive aspect (learning)

In Portuguese, the child has a good development in reading, interpreting and writing skills.

In oral expression, the child only exposes their ideas at the teacher's request, but manages to organize information to present them coherently.

In mathematics, in some situations, you need the teacher's help to solve addition and subtraction operations.

Work performed by the school regarding the child's difficulty

The teacher talked with the mother about the difficulties the child had in complying with the rules established for the development of pedagogical activities, and about the problem of diction. It was suggested to the family that they work on the issue of autonomy with the child through the development of activities that allow them to exercise of this ability and keep the dialogue, guiding and working limits and suggested that they take to an expert to investigate the causes of the problem of diction.

In the classroom, the teacher always tried to work through conversations about the importance of complying with the rules and limits in order to be able to perform better in the proposed activities. The child has shown improvement in obeying the rules established at school.

Regarding diction, the child is undergoing treatment with the speech therapist where she sent an opinion explaining that stuttering is a complex and difficult-to-treat syndrome, and that the child was not at an advanced level but needed several sessions speech therapy. (It is attached to the report)

Aspects related to family monitoring

The child has had a great follow-up.

The family and school must walk together for the child's development.

Recommendations to be followed in the next period

It is important that you practice reading and writing daily, so when you build sentences and small texts, you can better organize your ideas to write correctly. The practice of these skills awakens the child's interest and attention, developing imagination, creativity, expression of ideas and pleasure in reading and writing.

Exercise addition and subtraction (according to what has been discussed), so that in the next trimester the child continues to advance.

Some important tips for doing your homework:

1. Stimulate yes, do no – Those responsible should not do their duty for the child, but show interest in what the child is learning, giving some explanations with good will and patience.
2. Set a time – It is important for the child to carry out their homework at the same time, so that study habits can be created.
3. Appropriate Place – This is one of the ground rules for making duty satisfying. It is not possible to perform a task while watching television or listening to music, much less during breaks from any other activity that can disrupt the child's concentration.
4. Positive thinking – Be careful not to unconsciously convey that doing homework is boring. Instead of demanding “have you done your homework?” or “you haven't finished the lesson yet?” try to participate: “have you arrested something new at school?” or “what's good about your homework today?”. If you show haste or distress to get rid of the task, the child will believe that studying is not good.
5. When Parents Work Out – To make up for absence at homework, make sure, before leaving, that your child has all the materials he needs to complete the day's lesson. Ideally, adults should take the time to learn about past duty, making sure the child has no doubts.

Signature of the responsible:

Source: Simone Drummond

http://simonehelendrumond.blogspot.com.br/2010/11/relatorio-descritivo-simone-helen.html