Quick School Reports - THE REVOLUTIONARY REPORTING TOOL , A LETTER TO TEACHERS

Posted by Reports Online


Quick School Reports - THE REVOLUTIONARY REPORTING TOOL , A LETTER TO TEACHERS

Do you find report writing periods stressful and time consuming?

Do you tediously copy and paste report comments?

Do you spend days perfecting your individualised comments and cross referencing syllabus outcomes?

Did you know there is an easier way to write reports? Have you heard of Quick School Reports?

Quick School Reports provides an easier and quicker way to write report comments – accommodating your unique writing style and reporting conventions.

Quick School Reports automatically generates report comments for you. Comments are modelled on “best practice” set out by NSW DET and by hundreds of teachers. You simply select the levels of achievement for your student and Quick School Reports will generate individualised comments per student. Based on an ever growing comment bank, you do not need to worry about duplicate comments.

For those who have a particular flair for writing comments, Quick School Reports can mimic your writing style and make your job easier. Simply add your own comments to the comment bank and tailor your comments to suit your needs. Your comments may be re-used year after year as Quick School Reports learns how you write your reports.

Quick School Reports contains the Primary School syllabus; suitable for all Primary Schools in Australia. This means your comments will meet school reporting standards no matter which state you teach in.

Secondary teachers may use the General Comments feature.

Quick School Reports gives you control over what your comments will look like and will allow you to produce individualised comments at the click of a button. What normally takes days could be completed in hours!

Want to know more? Visit www.report-robot.com and download a FREE trial version now. Limited time only.

We wish you all the best for this report writing period and trust you will find this tool useful.

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