To translate school report cards, progress reports and teacher comments into any language, the target must preserve the same picture of student achievement and development. People searching for report card translation, progress report translation, teacher comment translation, school grade translation or AI translation of school reports need natural target language without changing grades, bands, attainment, effort, behaviour, attendance, strengths, areas for improvement, learning goals or the difference between observation, assessment and recommendation.
Word-for-word translation can still distort educational feedback because school reports use compact evaluative language. “Meeting expectations,” “working toward,” “secure,” “developing,” “excellent effort,” “inconsistent homework,” “needs prompting,” “shows potential,” “should participate more,” and “recommended for further support” carry different levels of attainment, certainty and action. A fluent target can be misleading if it makes a child sound stronger or weaker than the teacher intended, converts a developmental suggestion into a disciplinary judgment, or maps one grading system onto another without authority.
This guide develops a practical method for translating school report cards, progress reports and teacher comments without changing achievement or feedback meaning. It covers grades, bands, attainment descriptors, effort, behaviour, attendance, teacher observations, strengths, improvement areas, learning goals, predicted performance, recommendations, subject-specific terminology, grading-system differences, AI and machine translation, worked examples, practice and final quality assurance.
The Core Educational-Reporting Principle
Translate the student profile exactly: evidence → attainment → effort → behaviour → strength → improvement need → recommendation → next learning goal.
A school report is both record and feedback. Some fields are formal results; others are teacher judgments or developmental comments. Translation should therefore distinguish measurement from interpretation and recommendation before choosing target wording.
The Ten-Part Translation Method
- 1. Grades and Formal Results: keep the exact reported result and scale.
- 2. Attainment Descriptors: preserve what the learner can currently demonstrate.
- 3. Effort and Work Habits: keep effort separate from attainment.
- 4. Behaviour and Conduct: preserve the specific behaviour without moral intensification.
- 5. Attendance and Punctuality: preserve counts, percentages and status.
- 6. Strengths: keep praise at the same level.
- 7. Areas for Improvement: preserve developmental tone and scope.
- 8. Learning Goals: keep the next-step skill specific.
- 9. Recommendations and Support: preserve recommendation, requirement and optional suggestion distinctions.
- 10. Predicted or Expected Performance: keep forecast separate from current result.
1. Grades and Formal Results
A common failure point is converting grades into a familiar target system without an official equivalence. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is preserving the source grade label and explaining the scale separately where needed. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: A grade B, level 5 or band 3 may have different meanings across systems. The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to check that the target does not imply an unofficial conversion. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Grade integrity supports transcripts and academic documents. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
2. Attainment Descriptors
A common failure point is choosing a stronger or weaker target adjective because it sounds more natural. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is mapping each descriptor to the source rubric or performance standard. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: “Developing” may mean progress toward a standard, not poor performance. The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to compare target wording against rubric meaning rather than dictionary tone. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Descriptor control supports assessment rubrics and surveys. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
3. Effort and Work Habits
A common failure point is translating high effort as high academic achievement or vice versa. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is marking whether the comment concerns persistence, organisation, homework or participation. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: A student can show excellent effort while still working below expected attainment. The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to build separate attainment and effort summaries from the target. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Dimension separation helps performance reviews. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
4. Behaviour and Conduct
A common failure point is turning a factual classroom observation into a broad character judgment. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is identifying observed conduct, frequency and context before translating. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: “Sometimes calls out during discussion” is narrower than “disrespectful in class.” The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to compare observable behaviour in source and target. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Observation discipline helps incident and HR reports. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
5. Attendance and Punctuality
A common failure point is using vague words such as good or poor when the source gives numbers. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is locking dates, absences, lateness and authorised/unauthorised distinctions. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: 95% attendance should not become “excellent attendance” unless the source says so. The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to audit every attendance number and category. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Numeric-status control supports rosters and records. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
6. Strengths
A common failure point is polishing positive comments until they become endorsements beyond the evidence. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is mapping the specific skill and evidence supporting it. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: “Writes clear topic sentences” is a narrower strength than “excellent writer.” The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to trace every target strength to a source statement. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Evidence-linked praise supports references and testimonials. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
7. Areas for Improvement
A common failure point is making constructive feedback sound punitive or diagnostic. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is separating skill gap, frequency, impact and suggested strategy. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: “Needs to check calculations more carefully” is not “weak at mathematics.” The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to ask whether target wording points to the same improvable behaviour. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Developmental language control helps appraisals. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
8. Learning Goals
A common failure point is turning goals into vague encouragement. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is mapping target skill, expected behaviour and time frame where stated. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: “Use evidence from the text to support answers” is more precise than “improve comprehension.” The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to state the next learning action from target only. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Goal mapping supports lesson plans and intervention plans. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
9. Recommendations and Support
A common failure point is translating “may benefit from” as “requires” or “must attend”. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is ranking recommendation force before drafting the target. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: “May benefit from additional reading practice” is not an order for formal intervention. The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to compare source and target obligation strength. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Modality control helps medical, HR and policy translation. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
10. Predicted or Expected Performance
A common failure point is translating predicted grade as achieved grade. School reports compress judgment into short labels and comments, so a seemingly small lexical change can alter how parents and students understand performance.
The mechanism is marking current attainment, predicted outcome and target separately. This creates a stable educational interpretation before natural target-language phrasing begins.
Worked example: A predicted grade of A does not mean an A has already been awarded. The acceptance test is whether source and target readers would place the student at the same level and identify the same next step.
A reliable check is to build a current-vs-future table from the target. If the target changes attainment, effort, behaviour or recommendation strength, the translation has changed the report.
Forecast-state control supports corporate and weather reporting. Reusing this dimension-by-dimension approach helps other evaluative documents where evidence and judgment must remain separate.
Worked Example Laboratory
Example 1: Attainment vs Effort
“Working toward the expected standard; effort is consistently excellent.” The report contains lower attainment with strong effort.
Keep both dimensions rather than averaging them into a generic positive or negative judgment. This keeps feedback useful without changing the teacher’s evaluation.
Example 2: Constructive Comment
“Should proofread written work more carefully before submission.” The teacher identifies a specific process improvement.
Do not translate it as poor writing ability. This keeps feedback useful without changing the teacher’s evaluation.
Example 3: Predicted Grade
“Predicted grade: B; current working grade: C.” Current and future estimates differ.
Preserve both labels and states. This keeps feedback useful without changing the teacher’s evaluation.
Example 4: Participation
“Contributes thoughtful ideas when invited to speak.” The student has quality contributions but may not volunteer often.
Keep the conditional context rather than translating it as consistently active participation. This keeps feedback useful without changing the teacher’s evaluation.
Example 5: Support Recommendation
“Would benefit from regular reading aloud at home.” The statement is developmental guidance.
Preserve recommendation force and do not make it compulsory unless the source does. This keeps feedback useful without changing the teacher’s evaluation.
Different School Systems, Different Scales
Grades, levels and descriptors are system-specific. Do not automatically convert them into a target country’s familiar scale. If readers need help, preserve the original grade and add an explanation based on the issuing school’s own rubric or documentation.
The same warning applies to year levels, course levels and achievement bands. A familiar-looking number can represent a different age, stage or standard elsewhere.
Teacher Comments: Voice, Tone and Evidence
Teacher comments often balance praise, observation and recommendation. Preserve that balance. Removing a qualifying phrase can make praise much stronger; replacing a precise developmental comment with a negative personality label can make criticism much harsher.
Where the teacher reports a pattern, keep frequency language such as occasionally, often and consistently. These words are evidence about recurrence, not stylistic filler.
Behaviour, Wellbeing and Sensitive Language
Do not infer diagnoses or personal traits from school observations. A report saying a student appears tired in morning lessons is an observation; it is not a medical conclusion. Keep source scope and attribution.
For sensitive behavioural or wellbeing comments, prefer accurate, non-inflammatory target language. Where a school uses defined pastoral terms, follow its official glossary rather than substituting culturally loaded labels.
AI and Machine Translation
AI can translate repeated report-card phrases efficiently when given the school’s grading scale, rubric and terminology. Instruct it not to convert grades, infer diagnoses or strengthen teacher judgments.
A strong QA prompt asks the model to extract current attainment, effort, behaviour, strengths, improvement area, recommendation and predicted performance from source and target separately. Compare the structured outputs and verify every mismatch manually.
Practice and Checking
Practice 1: Dimension Split
Translate a report with separate attainment and effort ratings. Do the first pass manually so the educational dimensions remain visible.
Summarise each dimension independently from target only. Record errors under grade, attainment, effort, behaviour, evidence, recommendation or prediction.
Practice 2: Descriptor Ladder
Translate a series such as emerging, developing, secure and advanced. Do the first pass manually so the educational dimensions remain visible.
Ask target-language educators to order them by attainment. Record errors under grade, attainment, effort, behaviour, evidence, recommendation or prediction.
Practice 3: Observation vs Judgment
Translate five classroom observations. Do the first pass manually so the educational dimensions remain visible.
Check whether any target sentence turns observation into character judgment. Record errors under grade, attainment, effort, behaviour, evidence, recommendation or prediction.
Practice 4: Recommendation Force
Translate may benefit from, should, is expected to and must. Do the first pass manually so the educational dimensions remain visible.
Rank source and target obligation strength. Record errors under grade, attainment, effort, behaviour, evidence, recommendation or prediction.
Practice 5: Prediction State
Translate current, target and predicted grades. Do the first pass manually so the educational dimensions remain visible.
Build a table so none is mistaken for another. Record errors under grade, attainment, effort, behaviour, evidence, recommendation or prediction.
Practice 6: Parent Readback
Give the target report to a reader unfamiliar with the source. Do the first pass manually so the educational dimensions remain visible.
Ask them to state strengths, concerns and next steps, then compare with source. Record errors under grade, attainment, effort, behaviour, evidence, recommendation or prediction.
Independent-Use Workflow
- Identify school, reporting period and grading system.
- Lock all grades, bands, percentages and attendance data.
- Separate attainment, effort and behaviour dimensions.
- Map teacher comments to evidence and rubric language.
- Preserve praise and criticism at the same intensity.
- Keep observations separate from diagnoses or unsupported traits.
- Translate improvement areas into the same specific skill gap.
- Preserve recommendation force and support status.
- Distinguish current, target and predicted performance.
- Run a final parent/student interpretation check before release.
Useful Internal Routing
For general translation reasoning, use The Universal Five-Layer Translation Method. For academic structures and course requirements, see How to Translate Course Catalogues, Syllabi and Degree Requirements Without Changing Credits, Prerequisites or Assessment Rules.
For final QA, use How to Check Translation Accuracy Before You Send, Submit or Publish. For vocabulary and connotation, use the eduKateSG Vocabulary Learning Hub.
Frequently Asked Questions
Should school grades be converted into another grading system?
Not automatically. Preserve the issuing school’s grade or band and explain it separately if readers need context.
Can AI translate report cards?
Yes, especially with a school glossary and rubric, but grades, descriptor levels, teacher tone and recommendation strength need review.
How do I translate teacher criticism fairly?
Keep it specific to the observed behaviour or skill. Do not add moral or personality judgments.
What is the difference between effort and attainment?
Effort describes work habits or engagement; attainment describes demonstrated academic performance. Keep them separate.
How should predicted grades be translated?
Label them clearly as predictions or expectations. Do not make them look like achieved results.
What if a descriptor has no direct equivalent?
Use the school’s rubric meaning to choose a target phrase, and explain the original descriptor if needed.
How should support recommendations be handled?
Preserve whether support is suggested, recommended, required or already in place. Do not strengthen the procedural status.
What is the best final test?
Using only the target, state the student’s current attainment, effort, strengths, areas to improve and next recommended action, then compare with the source.
The Rule to Keep
School-report translation is successful when the same learner profile survives: same results, same effort, same strengths, same concerns and the same next steps. The translator should clarify feedback, not rewrite the student’s performance.
Translate the report so the child is neither promoted nor diminished by the language change.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.
Deep Practice: Reconstruct the Student Profile
Take a translated report and create a structured profile with subject, grade, attainment descriptor, effort, behaviour, attendance, strength, improvement area, recommendation and predicted performance. Build the same profile from the source. Differences expose evaluative drift immediately.
For a second pass, ask an AI reviewer to flag target phrases that sound more praising, more critical, more certain or more compulsory than the source. Verify every flag manually and return to the school’s rubric where available.