First and Second Grade Report Cards to Be Discontinued at Gifu Elementary Schools

Many adults may recall the anxious excitement of receiving their report cards at the end of each term. But in Mino, that familiar practice is being phased out. The move stems from a remark made by a Board of Education staff member in November last year, who questioned whether lower-grade report cards were really necessary. The comment prompted discussions among the principals of the city's five elementary schools, who ultimately agreed to scrap report cards for grades one and two.

The reasons behind the decision are twofold. First, comparing report cards among classmates can lead children to develop feelings of inadequacy. Second, the language used in report cards is often laced with complex educational terminology that is difficult for young children to understand.

Examples from actual report cards highlight this issue. In language class, one description reads: "The student tries to connect with others through words, forms thoughts and feelings, and enjoys reading and using language with an appreciation of its richness." In music class, another comment states: "The student listens for musical elements, reflects on their connection to beauty and enjoyment, and finds meaning in the music and performances."

Despite using a three-tier grading system—double circle, circle, and triangle—teachers report that both students and parents tend to fixate on the number of double circles. Some residents in Mino supported the move, noting that children in the early grades may not fully grasp the meaning of evaluations, and that it may not be necessary to assign symbols like circles and triangles at such a young age. Others expressed curiosity about how the change would affect student motivation going forward.

While some parents worry that doing away with report cards might hinder communication about student progress, others see the move as part of a broader shift toward more supportive learning environments. In Japan, studies have shown that young people often struggle with low self-esteem, and educators hope this change may foster more positive self-image.

One commentator noted that while he had always received top marks, becoming a parent changed his perspective. His child, now in second grade, attends a school in Germany where students self-evaluate before discussing their assessments in meetings with teachers. This participatory approach helped him see the value in moving away from traditional grading.

Japan is not alone in experimenting with new approaches. A school in Chigasaki, Kanagawa Prefecture, once abolished report cards entirely in 2020, though reinstated them the following year after mixed feedback from parents and teachers. These cases highlight the ongoing trial and error involved in reforming educational evaluation.

While the long-term impact of the policy in Mino remains to be seen, many believe it marks a step toward fostering healthier attitudes toward learning in early childhood. The focus, they say, should shift from arbitrary marks to meaningful communication between teachers, students, and parents.

Source: TBS