Reading results out in class, AIBU?

[Supercala123]

My 15 year old dreads lessons where they read test results out in class, to the point where she almost refuses to go in on days when she knows this is happening.
For balance my daughter gets very low results in some subjects and top results in others but she equally dreads this happening in all lessons. She says people laugh at her if it’s a low result and she feels embarrassed if it’s a good result. She says she just wants to get on and doesn’t understand why this has to happen in school.
Am I being ‘that parent’ if I gently raise this to School??

This could be a breach of data protection. I don't even put the register on the whiteboard.

OP

did you see the letter the Australian dad sent to his daughter's school when boys and girls were divided for an extra curricular?

I'll try to paraphrase in a way that applies to your dd.

Dear head,

I need to bring to your attention the fact there may be a TARDIS or portal that my daughter has fallen through.

When she leaves for school she is in 2017, however once at school she seems to be transported back in time, back to approximately 1970 when students' test scores were read out to the entire class who can then mock whom ever did too well or not well enough.

Please could you search your corridors for this fold int he time space continuum and may I suggest you also check for a copy of the Data Protection Act.

Once you have successfully removed the time travel I'm sure my daughter will be more than willing to be educated in the 21st century.

Data protection? FFS.

At our primary school , spelling tests are done every week.Names of children who got full marks are read out and point awarded. I wouldn't dream of reading out the 0/10 ones! I stick their results in their homework books.

I don't know why they would have to be read out in class. When I was in school you were handed your test back with your percentage mark on it. No kerfuffle about spending 20 minutes doing it. 5 minutes max to just hand back your tests. Nobody needed to know your results

Mainly for the reasons I gave earlier. At some point every student, and parent, needs to know what those numbers mean. How they will relate to an exam and how they will translate into a grade. Many students and parents think they know this and therefore don't see the need for a teacher's patient explanation of the difference between %, raw marks and exam grade boundaries.

Having said that, it really does depend on the teacher building the right atmosphere in the classroom but I can honesty say that the only time I had a parent complain about this was when their lazy as all go to hell son was given an estimated E grade. No mention was made of the context (a class based around making focussed improvements and scheduling revision for the exams), feedback he got from me, the support his class mates offered, the framework he was given by the pastoral team, the extra revision hours he was offered by staff and his peers. No, his dad just said I had humiliated him... not that his sheer idleness had had anything to do with it - and events after this showed he really was just idle

I was in school in the 80s and 90s and can always remember one particular teacher doing this. She was a twisted bitch and got great enjoyment out of it. I was excellent at reading and spelling but weak at maths and she always made me feel like absolute shit.
I don't like the practice of pupils swapping and marking each others work either. Same teacher did that to us.
I thought all that had died out to be honest.
OP, no, YARBURGH. Not at all.

YARBURGH? WTF? Obviously I meant YANBU.

It sounds like such a waste of time, too. I mean, just why would you do this rather than find ways to help individuals or crack on with teaching?

Yes you would be “that parent”. It is perfectly ridiculous for the tail to wag the dog, for goodness’ sake.

What are your thoughts in results being give out in reverse order, I wonder?

...on results being given out...

I agree, it's a horrendous practise! Most of my classes didn't do it, but I remember a foul French teacher who always made us mark our own 'quizzes' and read out the score so she could enter them on her sheet. I started French a few years late due to moving schools, so she always hated me for dragging it down.
Anyway, we had a really hard verb conjugation test, 50 questions, and I completely lost it, mixing up all the rules. I didn't get a single one right. The person before me on the register read out her mark (something like 25/30) and the teacher stops the class for a minute, to go on about how if she didn't put in more effort she'd only manage to scrape a B. The it's me. 'Zero, Miss'. Everyone turns to look, i'm hiding my face in my textbook, practically crying, and i still remember to this day the disgust when she said 'I suppose even a B would be aspirational for you'. Bitch.
Also on another occasion asked me in front of the class if I had considered getting tested for a learning disability, as I wasn't catching up as fast as she thought I should. I got straight A* in all my other subjects. She doesn't teach now, she's head of a bunch of departments instead

Curious, you can achieve all of that without calling out results for public consumption.

I know that, mathanxiety. And I did stop doing it when it fell out of fashion to have a class that was a safe space to discuss such things.

My point was that was why I did it, when I did it. I was praised for it by Ofsted. They liked the fact that my class was enjoyed by a wide range of students, D - A* grade at A level, that all levels of achievement were valued, that attainment was measured on an individual level. All students felt supported in that class.

Then things changed and it became something of a crime. All of a sudden it was damaging, it was breaking confidentiality, destroyed self confidence.

That is my experience. How I used it. The benefits my students got!

As I said earlier, I can't help but notice that self efficacy, self confidence, sense of responsibility, acceptance of limitations, willingness to compromise and a more realistic assessment of possibilities were all lessened over the last decade I taught.

Maybe, when done well, there is something in a more old fashioned teaching methodology. Hell any blood methodology that hasn't been watered down by outdated education science, indiscriminately applied pedagogy and persistent meddling by consecutive Ed Secs!