Writing Effective Report Card Comments in the PYP
Geraldine De Fazio, Snigdha Baduni & Pallavi Dhody Dwivedi
4 min read

As teachers, writing report card comments is one of the most important tasks we have at hand, and also one of the most challenging. We want the reporting to be meaningful, to clearly communicate student learning to all involved, and to be personalised for each of our students. Each school and system has its particularities on the language of feedback, the tone and style, as well as must-dos particularly for schools bound by local or national mandates. In this resource, we will dissect “how might we approach writing ‘effective’ report card comments to meet the needs of all stakeholders?” We will navigate through – 

  • The purpose of comments in a report card
  • Do’s and don’ts for writing comments  
  • Structuring a comment
  • Useful words and phrases/sentence starters to write comments with 
  • Bank of comments to get you started 

What is the purpose of comments in a report card? 

A good starting point when we approach effective comment writing is to think about the purpose of reports. How often do we really reflect on the why of report comments? Have you ever stopped to consider this question from different perspectives? Take a moment to consider the purpose of report comments for:

  • Students 
  • Parents/guardians
  • Teachers
  • School leaders & Administrators 

When we take the time to think like this, it is evident that there is not a singular purpose to comments. In general terms, we are likely to see the purpose as giving students/parents/guardians personalized and meaningful feedback on learning, sharing successes and challenges with a description of possible supports. Actionable suggestions on how learners may achieve their learning goals are also appreciated. 

From a teacher’s perspective, comments are a way to reflect on teaching and learning. Observing previous reports can assist in the planning for the next sequence of learning from year to year. This helps teachers meet learners where they are and plan for their next steps. 

School leaders & administrators often view reports from a big picture lens and see report card comments as being reflective of school-wide practices. They may use information from these to make  informed decisions about learning cultures.

So as you sit down to write your comments, it would be useful to first acknowledge these purposes and craft your comments in response to them. We have put together some actionable guidelines below to help you get started.

Dos and don’ts for comment-writing

To set the ball rolling on writing comments, we thought it would be useful to come up with a broad understanding of what report card comments should and should not include. You can use these general dos and don’ts, that likely apply to most contexts, to get a headstart with your writing.

Structuring a comment

We know it can be daunting to come up with an original comment for each of your students! To make the task more manageable, and to ensure you are covering everything you intended to, we recommend that you give a working structure to each of your comments. You may like to consider dividing the comment into the following four parts, and commenting on each: 

  • Anchor/general positive stroke (behaviour, character, learner profile) 
  • Student’s subject-specific strengths (can also include ATL skills)
  • Student’s need and challenges (academic and/or behavioural) 
  • Next steps/parental support

Useful words and phrases/sentence starters 

Certain words & phrases, often drawn from our common language of learning, can help create insightful comments. In PYP terms, they are drawn from the learning outcomes from Scope and Sequence documents, Approaches to Learning Skills and Sub-Skill Sets, and the IB Learner Profile Attributes. We have drawn on each of these aspects and developed a writing pack full of useful words, phrases, and sentence starters for comments in keeping with the four-part structure recommended above.

While you can readily use these when writing your comments, do also consider taking inspiration from your school’s mission, vision, and shared culture.

Get the entire writing pack of useful words, comments, and sentence starters.
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Sample Comments  

We have created a comment bank with one sample comment across different subject focuses, understandings and skills for Grade 4, along with recommended next steps.  Each comment is intended to serve as an illustrative starting point.. You can adjust comments, and add general positive strokes as well as challenges,  to suit your student’s level using the words and sentence starters writing pack shared above. For schools that work with a reporting system that allows for comment banks, gathering these makes report writing efficient while maintaining the personalised nature of each comment. The process of developing a comment bank with your school team is well worth the time and effort and this sampler should get you off to a good start!

When done well, report comments are a celebration of learners and learning. They can be a springboard into rich conversations between home, school and beyond, which propel learning forward. Next time you sit down to craft your progress reports, we hope you bring all the stakeholder perspectives with you. The words we write hold great power and potential for the lives of our students, so let’s make them count!

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Geraldine De Fazio
Geraldine De Fazio
Gerry helps amplify innovation in education using her superpowers of kindness, curiosity and enthusiasm. Currently she serves as the Director of Learning, Strategy and Innovation at Montcrest School. Drawing on her experience as teacher and coordinator (PYP/MYP), she has worked with schools all over the world facilitating workshops, coaching and consulting for organizations including the IB and NoTosh.
Snigdha Baduni
Snigdha Baduni
Snigdha is the director of learning and engagement at Toddle. She is a passionate PYP educator and has worked extensively in schools in India and the USA. She is a lifelong learner and aims to develop a love for learning in educators and students alike. She has Masters from Tata Institute of Social Sciences and University of Pennsylvania.
Pallavi Dhody Dwivedi
Pallavi Dhody Dwivedi
Pallavi is an experienced IB MYP & DP educator, author, and instructional coach. A fellow of Teachers College, Columbia University, she is passionate about the power of coaching to transform teaching and learning in the classroom. Pallavi has worked with schools and educators from around the world for over a decade to help shape collaborative learning cultures, plan effective learning continuums, and inspire agentic learning. She is currently the Director, Learning and Engagement at Toddle.
Disclaimer - This resource has been produced independently of and not endorsed by the IB. Toddle’s resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school’s IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.