The purpose of this study was to explore the design and function of Taipei City's elementary school repot cards, after the implementation of the Grade 1-9 Curriculum, in particular with regard to their designated learning objectives. The researcher collected report cards for the first semester of the 2003 school year from 122 schools, and analyzed the member of learning objectives and their formulation (content) for each Learning Domain or Sub-domain. The results indicated that some schools did not have a systematic and comprehensive plan for constructing report card learning objectives across grades, and did not have common rules for teachers to follow in writing the learning objectives. The number and formulation (content) of learning objectives showed a certain degree of variability across Learning Domains and across grades. With regard to the formulation of objectives, the researcher's analysis yielded 13 types of written format, and the researcher found that most of these were not correct or appropriate. In terms of the whole set of objectives for a specific Learning Domain, the researcher summarized three major problems. Although the form of the new report cards developed by Taipei's municipal elementary schools reflects the current trend in reporting on student learning, the actual reporting method of schools to full far short of fully actualizing the potential degree of efficacy. Finally, recommendations based on the findings of this project were offered, in order to improve the practice of reporting on student learning by suggesting new policies and strategies for grading and reporting on student learning under the Grade 1-9 Curriculum reform.