Family-School Collaboration in the Context of Learning Assessment Practices and Communication

Article de colloque


État de publication: Publiée (2009 )

Titre des actes: Annual Meeting of the American Educational Research Association (AERA)

Lieu: San Diego, États-Unis

Intervalle de pages: 1-17


Résumé: The aim of the study is to examine family-school collaboration in terms of parents' appreciation of the school report card and their knowledge and understanding of teachers' role and assessment practices. Exactly 125 parents of elementary level students, all members of the Provincial Parents Committee completed the questionnaire and answered a semi-opened question. Results revealed that the more the parents know about the teachers' assessment methods, the more they understand them. The more they are satisfied with the methods and agree with the results, the more they perceive the school report cards as being clear, understandable and useful in monitoring their child's progress. Such findings suggest that parents and teachers need to do more work together in developing workshops on assessments of disciplinary and cross-curricular competencies and on the understanding of report cards and assessment results that are being reported.

Théorie de l'activité: