Family-School Collaboration in the Context of Learning Assessment Practices and Communication (original) (raw)

An ethnographical study of school assessment in the province of Newfoundland and Labrador

2000

This study examined the School Assessment Model as was piloted in the Province of Newfoundland and Labrador. The intent of the study was to attempt to gather information related to this model of School Reform and to gain an understanding as to why it was an assessment based model that was promoted as opposed to an accreditation based model. Information was gathered through the assistance of a targeted research sample group. A semi structured interview was conducted with each of the participants and questions revolved around ascertaining the level of commitment to reform, the need for reform, the differences between School Assessment and other previous reform initiatives, and the benefits and challenges for the Provincial Department of Education, school districts and schools in supporting school assessment at this time. -- The results of the study indicated that a large reason for the promotion of an assessment based model was that the education system in this province with its geogr...

Parental Involvement in Children's Assessment in Kindergarten

The present study described the various practices of parental involvement in the assessment of their children in kindergarten. More specifically, the present study looked into the role of parents in three stages of assessing their child: pre-assessment (before instruction), assessment during instruction, and post assessment in their children " s schooling. There were 20 parents interviewed and their specific practices in getting involved in the child " s tests, grading, and other forms of marking, and assessment were asked. It was found in the study that before assessment, the parents organizes review materials for the child by purchasing references, prepares reviews, and further inquiry with teachers. During assessment, the parents balance between being a mother and delivering the academic practices (oral questioning and revisiting previous assessment results). After the assessment, the parents praise and reward the child. Parents play an important role on their child &qu...

How Parents Understand Evaluation Process – Mental Models as the Main Obstacle for Engaging Parents in School Evaluation

One of the most important elements ofthe recent reform of the school inspection system in Polandis to focus on the parents’ voice through the collection of data during evaluation process in schools. Three years of experience with this system has shown that there still is a lot of confusion with the actual understanding of the evaluation process among all the groups actively involved: external evaluators (school inspectors), head-teachers, teachers, and representatives of school partners, parents and students. The authors claim that this is the most important obstacle in the promotion of evaluation as a crucial element in the process of school development. The paper presents an attempt to describe different understandings of school evaluation among parents actively partaking in this process which was undertaken randomly in Polish schools of different types. The paper shows how these understandings can influence participation of parents in an external evaluation process, and following developmental activities that take place in schools. The authors claim that an understanding of different ways of thinking about evaluation process through the analysis of the metaphors used by parents can be a good basis for drawing up recommendations for those working on parents’ participation in transforming school reality. Keywords: Parental involvement, school development, evaluation, metaphors.

Parent Opinions About Standardized Tests, Teacher's Information and Performance Assessments. A Case Study of the Effects of Alternative Assessment in Instruction, Student Learning and Accountability Practices

1993

As part of a larger study of implementation of alternative asse.sment, a survey of parent opinions about standardized tests and performance assessments was conducted in three elementary schools. In the three participating schools, 3rd-grade teachers attended workshops on assessment development and implemented these practices in their classrooms. Samples of 69 parents from participating schools and 36 from three control schools were interviewed after completing questionnaires. Findings suggest that parents' favorable ratings of standardized national tests, supported by a Gallup Poll on the issue, do not imply a preference for such measures over other less formal sources of information for monitoring their children's progress or for judging the quality of education at their local schools. Parents tended to rely on the teacher to tell them how their child was doing relative to others, and they seldom mentioned comparison to external and national norms. Even for accountability purposes, parents preferred talking to the teacher and seeing student work. Most parents endorsed the performance assessment problems they saw, although a few expressed concern over the subjectivity of such measures. Twelve tables present survey and interview findings. An appendix presents excerpts from some parent interviews. (Contains 12 references.) (SLD)

Collaboration and communication as effective strategies for parent involvement in public schools

Journal of Researh and Review, 2007

In South African educational literature and educational research, the influence of the home and family environment on school achievement has not received the attention it deserves. The study under review shows that parents who play an active role in the homework and study programmes of their children contribute to their good performance in schools. Although the South African Schools Act creates expectations for parents to be active partners in school governance, our research shows that they are not all participating meaningfully in their children's education. This is evident in the low attendance at many parents' meetings, their lack of involvement in fundraising projects and the lack of interest shown by many in their children's schoolwork and homework. This article examines two factors, namely collaboration and communication, as effective strategies for active parental involvement in schools. A quantitative research was used to determine the perceptions of teachers regarding aspects of parental involvement in school governance that were considered essential. The findings revealed, amongst others, that collaboration and communication determined the parents' commitment to the education of their children and the role they play in school governance. The research affirms the view that input from the parent community was crucial in both co-curricular and extra-curricular programmes of the school.

Parent and Professional Collaboration in the Assessment Process

Journal of Intellectual Disability - Diagnosis and Treatment, 2013

Partnering with families to administer and interpret assessments for preschool children with disabilities is a cornerstone of effective early childhood practice. Parent-professional partnership in the assessment process encourages effective intervention practices, including targeting of appropriate goals and using strategies based on family cultural and daily practices. An assessment approach that focuses on collaborative practices between professionals and parents of young children with cognitive and other developmental delays is presented. Two strategies shown to provide a common language for parent and professional communication and facilitate cooperation between professionals and parents are described. Parent-completed developmental screening tests and parent assistance with completion of curriculum-based assessments are also discussed in the context of a tiered approach to intervention. A case study is presented to illustrate these strategies in practice.

Parent Surveys for Teacher Evaluation

Journal of Personnel Evaluation in Education, 2003

Parent or guardian perceptions play a specialized role in the 12 evaluation of school teachers. Parents are important stakeholders in teacher 13 success, they are in some instances partners in the teachers' work, parents have 14 unique personal information about student learning, and they can report on the 15 teacher duties to inform parents about the classroom and child progress. This 16 study analyzed the responses of parents to 12 survey items concerning teacher 17 performance in 201 classrooms. The surveys were used as part of an innovative 18 teacher evaluation program in which teachers elected to include parent 19 feedback as one objective data source for annual review. In this study three 20 factors emerged as important concerns for parents: humane treatment of 21 students, support for pupil learning, and effective communication and collab-22 oration with parents. Recommendations for use of specific survey items can be 23 based on the empirical results of this sampling. The data gathered by parent 24 surveys define one dimension of quality which may vary in importance from one 25 teacher to another. 26 Keywords 27

Building Teacher Capacity within the Evolving Assessment Culture in Canadian Education

Policy Futures in Education, 2012

Lost in the focus on large-scale educational assessments for accountability purposes is the important role of teachers' classroom assessment practices. Teachers must understand the use of both large-scale and classroom assessment practices and theories, and professional development remains the primary method to develop these assessment capacities. However, traditional models of professional development typically have little, if any, effect. In recognition of the importance of building teachers' assessment capacity, and the limitations of traditional professional development, the Elementary Teachers' Federation of Ontario, Canada, developed a Classroom Assessment Workshop Series to begin to build a systemic assessment framework for teachers. Through pre- and post-series surveys with 300 participants, and interviews and focus groups with facilitators, the authors' review and research explored the impact of the series on teachers' beliefs, self-efficacy, and knowled...

Satisfaction With the Collaboration Between Families and Schools – The Parent’s View

2021

Families and schools are two of the central living environments of children. Their collaboration is therefore seen as an important factor in education, having a high impact on learning outcomes, motivation, and children’s health. Nevertheless, current research also shows potential tensions in the educational partnership of families and schools, as different opinions and expectations about goals, competences and roles in education can result in conflicts. Based on a nationwide survey of Swiss parents who assessed the school situation of their children (N = 1275), this study examined parent’s experiences, needs and expectations regarding collaboration with schools, with a focus on important issues such as involvement in educational decisions, inclusion, and health. Results show a generally high level of satisfaction among parents, which is particularly related to the emotional well-being of their children at school, the quality of collaboration, and the trust in schools and teachers, ...