Many children and teenagers in Bavaria received intermediate report cards on Friday. In many primary and some secondary schools, the traditional Notenzeugnis (graded report) was replaced by a development conversation. During such meetings, the child, parents, and teacher jointly discussed strengths and weaknesses, as well as new goals. Other school types relied instead on several written notices. Regardless of the form or timing of the feedback, one rule applied: good results could be celebrated, while lower scores did not mean failure.
Education Minister Considers Intermediate Report Only a Snapshot
Education Minister Anna Stolz emphasized: “The intermediate report card is merely a snapshot of the current moment. Much can change by the end of the school year.” she added that there is sufficient time in the second half of the year to purposefully work on weak areas and improve performance.
School psychologist Regina Knape recommended that parents remain calm and objective regarding unsatisfactory grades. One’s own feelings, such as anger or disappointment, should not be transferred to the child. After some time, parents and children could jointly consider the reasons for such results and what help might be useful—for example, tutoring, study groups, or regular study sessions at home.
Performance Evaluation is a Part of Life
It was important to convey to children that feedback and performance evaluation accompany a person throughout their entire life, not just in school. Not every goal was achieved immediately; this is not a failure but a part of the learning process. The focus should be on progress, effort, and development rather than individual grades.
In Bavaria, mid-year report cards were issued on the last school day of the second full week of February. In the first three grades of primary school, a development conversation could be held instead of grades, which many perceived as a motivating and respectful form of communication. Fourth-grade students had already received a written success report in January as a guide before transitioning to the next stage of education.
Counseling Centers and Educators Can Provide Assistance
Conducting development conversations also became possible in special and secondary schools. In gymnasiums, real schools, and economic schools up to the eighth grade, intermediate report cards could be replaced by at least two written notifications regarding academic progress.
Should questions arise or help be needed, parents and students could contact teachers, school counselors, or psychologists at their educational institution. Additionally, state school counseling centers were available as contact points.Source: dpa
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